FIVE Myths About the Role of Culture in Psychological Research

What Should Our Scientific Discourse Look Like? ObserverVol. 30, No. 1  January 2017

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www.psychologicalscience.org/observer Integrative Science Symposia 23-25 March 2017 | Vienna, Austria Our Social Brain: Neurobiology Emotions in Context Bridging the Lab and the of Human Interactions Ralph Adolphs, Division of the Real World Christian Keysers, Social Brain Lab, Humanities and Social Sciences, Karen E. Adolph, Department of Early Price Registration | 15 February Netherlands Institute for Neuroscience, California Institute of Technology, USA Psychology, New York University, USA Register Now to Get the Best Rates and Department of Psychology, University Iris M. Engelhard, Department of Rick Dale, Department of Cognition of Amsterdam, The Netherlands Psychology, Utrecht University, & Information Sciences, University of Brian D. Knutson, Department of The Netherlands California, Merced, USA Psychology and Neuroscience, Stanford Klaus R. Scherer, Department of Susan Goldin-Meadow, Department University, USA Psychology, University of Geneva, of Comparative Human Development, KEYNOTE SPEAKERS Rebecca Saxe, Department of Brain and Switzerland (Discussant) The University of Chicago, USA Cognitive Sciences, Massachusetts Institute Jeanne L. Tsai, Department of Emiliano Macaluso, Impact Team, of Technology, USA Psychology, Stanford University, USA Lyon Neuroscience Research Center, Frank H. Wilhelm, Department of France Who’s In, Who’s Out? Loneliness, Clinical Psychology and Psychotherapy, Exclusion, and Integration University of Salzburg, Austria In Sync: The Dynamics of Taciano L. Milfont, School of Psychology Social Coordination Victoria University of Wellington, New Zealand The Push and Pull of Values Nick Chater, Behavioural Science Frosso Motti-Stefanidi, Department and Behavior Group, Warwick Business School, of Psychology, National and Kapodistrian Scott Atran, School of Anthropology United Kingdom University of Athens, Greece and Museum Ethnography, University Shaun Gallagher, Department of Alan Teo, Department of Psychiatry and of Oxford, United Kingdom Philosophy, University of Memphis, USA Cognitive Evolution: How Infants Break Genetic and Brain School of Public Health, Oregon Health Chi-yue Chiu, Department of Marco Iacoboni, Department of People Are Animals Too Into Language Diversity in AutismS & Science University, USA Psychology, The Chinese University of Psychiatry and Biobehavioral Sciences,

Hong Kong, China University of California, Los Angeles, USA W. Tecumseh Fitch Linda B. Smith Thomas Bourgeron Department of Cognitive Biology Department of Better Minds: Understanding Hazel R. Markus, Department of Department of Department of Human Genetics Andrzej Nowak, University of Vienna, Austria Psychological and Brain Sciences Cognitive Enhancement Psychology, Stanford University, USA Psychology, University of Warsaw, and Cognitive Functions Indiana University Bloomington, USA Pasteur Institute, France Daphne Bavelier, Department of Heidi Keller, Department of Poland and Florida Atlantic University, USA Psychology, University of Geneva, Switzerland Psychology, Osnabrück University, Natalie Sebanz, Department of Germany Arthur F. Kramer, Department of Cognitive Science, Central European Psychology, University of Illinois at Walter Mischel, Department of University, Hungary Urbana-Champaign, USA Psychology, Columbia University, USA E. Glenn Schellenberg, Department of (Discussant) Psychology, University of Toronto, Canada Ilina Singh, Department of Psychiatry University of Oxford, United Kingdom

The Science of Successful Aging Monica Fabiani, Department of Psychology, University of Illinois at Urbana-Champaign, USA Denise C. Park, Center for Vital Longevity ICPS SPONSORS The University of Texas at Dallas, USA #icps17vie Karl A. Pillemer, Department of Human Development, Cornell University, USA Lorraine K. Tyler, Department of Psychology, University of Cambridge, United Kingdom www.icps2017.org Integrative Science Symposia 23-25 March 2017 | Vienna, Austria Our Social Brain: Neurobiology Emotions in Context Bridging the Lab and the of Human Interactions Ralph Adolphs, Division of the Real World Christian Keysers, Social Brain Lab, Humanities and Social Sciences, Karen E. Adolph, Department of Early Price Registration | 15 February Netherlands Institute for Neuroscience, California Institute of Technology, USA Psychology, New York University, USA Register Now to Get the Best Rates and Department of Psychology, University Iris M. Engelhard, Department of Rick Dale, Department of Cognition of Amsterdam, The Netherlands Psychology, Utrecht University, & Information Sciences, University of Brian D. Knutson, Department of The Netherlands California, Merced, USA Psychology and Neuroscience, Stanford Klaus R. Scherer, Department of Susan Goldin-Meadow, Department University, USA Psychology, University of Geneva, of Comparative Human Development, KEYNOTE SPEAKERS Rebecca Saxe, Department of Brain and Switzerland (Discussant) The University of Chicago, USA Cognitive Sciences, Massachusetts Institute Jeanne L. Tsai, Department of Emiliano Macaluso, Impact Team, of Technology, USA Psychology, Stanford University, USA Lyon Neuroscience Research Center, Frank H. Wilhelm, Department of France Who’s In, Who’s Out? Loneliness, Clinical Psychology and Psychotherapy, Exclusion, and Integration University of Salzburg, Austria In Sync: The Dynamics of Taciano L. Milfont, School of Psychology Social Coordination Victoria University of Wellington, New Zealand The Push and Pull of Values Nick Chater, Behavioural Science Frosso Motti-Stefanidi, Department and Behavior Group, Warwick Business School, of Psychology, National and Kapodistrian Scott Atran, School of Anthropology United Kingdom University of Athens, Greece and Museum Ethnography, University Shaun Gallagher, Department of Alan Teo, Department of Psychiatry and of Oxford, United Kingdom Philosophy, University of Memphis, USA Cognitive Evolution: How Infants Break Genetic and Brain School of Public Health, Oregon Health Chi-yue Chiu, Department of Marco Iacoboni, Department of People Are Animals Too Into Language Diversity in AutismS & Science University, USA Psychology, The Chinese University of Psychiatry and Biobehavioral Sciences,

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FEATURES

FIVE Myths About the Role of Culture in Psychological Research Psychological scientists will need to work with increasingly diverse participant pools to ensure that their findings cover the full spectrum of human experience. Cornell University researcher and APS Fellow Qi Wang dispels some of the assumptions that researchers make about integrating cultural factors into their investigations. 20

Finding Common Ground What Do We Want Our Between Classic Learning Scientific Discourse to Theories Look Like? In an APS-Psychonomic Society Psychological scientist W.K. & K.W. Estes Lecture, APS Alison Ledgerwood Past President and US National curates a discussion on Medal of Science Laureate what scientific discourse Gordon H. Bower delivers a has become in the age of 60-year retrospective on his social media and how it attempts to integrate the might evolve to be more learning theories of his late productive. mentor William K. Estes with those of the influential learning theorist Clark L. Hull. 18 13 Contents (cont.) Observer January 2017

Presidential Column 5 Robust Science Depends on Understanding the Science of Humans APS Fellow Howard C. Nusbaum serves in a leadership position at the National Science Foundation. From this vantage point, he devotes a guest column to discussing how even the most robust science is still vulnerable to human error.

Science in Policy 14 Harnessing the Wisdom of Crowds to Improve Hiring Incorporating psychological research on implicit bias in hiring, the United Kingdom’s Behavioural Insights Team is investigating collaborative ways to help companies select the most qualified candidates for job openings.

Videos Share the Psychological Study of 25 Language With support from the APS Fund for Teaching and Public Understanding of Psychological Science, researchers at Cleveland State University have developed a video series focused on the psychology of language, with presentations by APS President Susan Goldin-Meadow and others.

Departments Teaching Current Directions in Observations 7 Psychological Student Notebook 31 Science Featured articles: Members in the News 33 “When Anxiety Doesn’t Add Up: Understanding and Announcements 37 Preventing Math Anxiety” and “Should You Trust Your Unconscious When Judging Lying? Probably Not!” 35 27 5 PRESIDENTIAL COLUMN Robust Science Depends on Understanding the

Guest Columnist Science of Humans Howard C. Nusbaum National Science Foundation My colleague Howard C. Nusbaum is on leave from the University of Chicago Department of Psychology, serving as the Director for the Division of Behavioral and Cognitive Sciences in the National Science Foundation (NSF) Directorate for Social, Behavioral, and Economic Sciences. I invited him to weigh in on the goals of reliability, validity, and replicability from his vantage point at the NSF, and to discuss the special role that psychological science can play not only in achieving these goals, but also in understanding why they are so difficult to achieve. -APS President Susan Goldin-Meadow

cience is a method of generating knowledge and test- electrical charge, which he did by selective reporting. In the ing beliefs; it trumps authority by empirical evaluation end, though, replication wins out as the natural scientific Sand depends on reliability and validity to uphold that corrective process. knowledge. But science also is a human enterprise: Whether Psychological science has always been especially mind- in psychology or neuroscience, physics or chemistry, studies ful of the tools of reliability and validity as a consequence are designed, conducted, and reported by people. Even with of our intellectual history. Psychology moved from analytic computer-controlled experiments, humans bear responsibility introspection to intersubjective testability to develop a sci- for the findings. When humans are involved, errors will oc- ence relying on objective and systematic methodology. This cur. Some errors result from cognitive biases in decisions and methodology puts psychological science on the same objective judgment (Gilovich, Griffin, & Kahneman, 2002; Tversky & footing as research in physical sciences. Acceptance of this Kahneman, 1974), including confirmation bias (e.g., Nickerson, regimen is why we object to the false distinction of putatively 1998); others occur by accident, oversight, or carelessness; still hard (e.g., physics) and soft (e.g., psychology) sciences. The sci- others may be motivated. entific method establishes parity, and the target of understand- A “motivated” error occurs when results are at odds with ing phenomena that are not directly observable — whether reality and are produced with the intention of distorting or states of mind or dark matter — certainly does not cleave the fabricating the analysis for reasons independent of objective sciences apart. evidence, whether because of conviction or gain (Broad & Although we’re well aware of the controversies over repli- Wade, 1982). Diagnosing motivated error is difficult. Allegra cation in psychological science, it is important to remember Goodman’s novel Intuition (2006) illustrates how personal and that all sciences suffer the same issues. Physics has dealt with professional motivations can muddy the waters of scientific controversies over cold fusion and faster-than-light particles, knowledge when error occurs. Selective data reporting is a but ultimately scientific theory and replication led to clar- turning point in the novel. In much the same way, William ity. However, replication is not always the answer. Consider Broad and Nicholas Wade (1982) discussed how Robert A. Prosper-René Blondlot’s 1903 discovery of N-rays (Broad & Millikan received the Nobel Prize for demonstrating quantal Wade, 1982). This discovery, a physical phenomenon, was replicated by a physical process in hundreds of papers (Simon, APS Fellow Howard C. Nusbaum’s research focuses on the basic cognitive and neural processes of communication, learning, thought, 2014; Tretkoff, 2007), but in spite of replications, there were and wisdom. Nusbaum is Director of the Chicago Center for Practical skeptics. A skeptical physicist visited Blondlot and by simple Wisdom, which supports basic research and facilitates discussions of the intervention showed that the only real phenomenon was importance of wisdom research and understanding wisdom. He can be observation bias. contacted via [email protected].  Association for Psychological Science January 2017 — Vol. 30, No. 1 6

When theory and knowledge impel replication, they can laboratory experiments in economics. Science, 351, 1433– redress scientific error, but reliability and validity are not 1436. the same. Statistical analyses raise the question of whether Cook, F. L. (2016). Dear Colleague Letter: Robust and reliable some results are too good to be true (Francis, Tanzman, & research in the social, behavioral, and economic sciences. Retrieved from https://www.nsf.gov/pubs/2016/nsf16137/ Matthews, 2014). This kind of analysis essentially questions nsf16137.jsp whether reported results are statistically plausible. The results Francis, G. (2014). Too much success for recent groundbreaking do not indicate error as such but simply flag what appear to be epigenetic experiments. Genetics, 198, 449–451. improbable findings that might not be replicated. Francis, G., Tanzman, J., & Matthews, W. J. (2014). Excess This is not a problem for psychology alone and has arisen in success for psychology articles in the journal Science. PLOS genetics (Francis, 2014). Gregor Mendel’s data were also too good One, 9, e114255. to be true (Broad & Wade, 1982; Gelman, 2012). But Mendelian Gelman, A. (2012). Gregor Mendel’s suspicious data [Blog post]. genetics withstand the test of time. Statistics bolster an argument Retrieved from http://andrewgelman.com/2012/08/08/gregor- but do not represent the whole truth of a result. Given that there mendels-suspicious-data/ are many ways for errors to distort research and derail progress, Gilovich, T., Griffin, D., & Kahneman, D. (Eds.). (2002). we need to understand how social, cultural, and psychological Heuristics and biases: The psychology of intuitive judgment. forces work in science. Cambridge, UK: Cambridge University Press. Science must generate believable and robust knowledge. Goodman, A. (2006). Intuition. New York, NY: The Dial Press. The NSF Advisory Committee to the Social, Behavioral, Kurose, J. (2016). Dear Colleague Letter: Encouraging & Economic Sciences Directorate (SBE) established a Sub- reproducibility in computing and communications research. Retrieved from https://www.nsf.gov/pubs/2017/nsf17022/ committee on Replicability in Science. Their report (Bollen et nsf17022.jsp al., 2015) defined robust findings as reproducible, replicable, and Nickerson, R. S. (1998). Confirmation bias: A ubiquitous generalizable with clear definitions. This report was a call to support phenomenon in many guises. Review of General Psychology, new robust and reliable science, and SBE has posted a “Dear Col- 2, 175–220. league Letter” (DCL; Cook, 2016) announcing support for research Simon, M. (2014). Fantastically wrong: The imaginary radiation on failures of robustness, methods to improve robustness, training that shocked science and ruined its ‘discoverer.’ Wired. to enhance robustness of research, and support for replications/ Retrieved from https://www.wired.com/2014/09/fantastically- generalizations of key SBE studies. Given that replicability concerns wrong-n-rays/ extend to other social sciences (Camerer et al., 2016), SBE is com- Tretkoff, E. (2007). This month in physics history: September mitted to improving robustness of SBE sciences. A DCL from the 1904: Robert Wood debunks N-rays. American Physical Society. Retrieved from https://www.aps.org/publications/ Directorate for Computer and Information Science and Engineering apsnews/200708/history.cfm (Kurose, 2016) announces support for reproducibility in computing Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: and communications research. Heuristics and biases. Science, 185, 1124–1131. Science depends on credibility. There are, however, many ways that findings can fail replication, and not all compromise validity. Science requires humility given uncertainty and unknowns outside current research. The SBE DCL supports increasing robust research and greater reflection about robust science generally and hopes to lead to a wiser approach to research. The problem of robust science is not unique to the social and behavioral sciences; it inheres in all sciences and does so because all science is conducted by Featuring: scientists — physicists and geneticists are human and thus subject to Jennifer A. Richeson the social and psychological forces that can lead research astray. That Yale University alone creates a unique and important responsibility for understanding the conduct of robust science in the social and behavioral sciences.  One the field’s foremost researchers on the psychological phenomena of cultural References diversity reflects on her career and her Bollen, K., Cacioppo, J. T., Kaplan, R. M., Krosnick, J. A., Olds, future research plans. J. L., & Dean, H. (2015). Report of the Subcommittee on the Replicability in Science Advisory Committee to the National Interviewed by: Wendy Berry Mendes Science Foundation Directorate for Social, Behavioral, & University of California, San Francisco Economic Sciences. Retrieved from https://www.nsf.gov/ sbe/AC_Materials/SBE_Robust_and_Reliable_Research_ See these and the rest of the collection of interviews with leaders Report.pdf in psychological science at www.psychologicalscience.org/itps Broad, W., & Wade, N. (1982). Betrayers of the truth: Fraud and deceit in the halls of science. New York, NY: Simon & Schuster. Camerer, C. F., Dreber, A., Forsell, E., Ho, T.- H., Huber, J., Johannesson, M., … Wu, H. (2016). Evaluating replicability of

January 2017 — Vol. 30, No. 1 Association for Psychological Science OBSERVATIONS 7 Scientists Explore How Nutrition May Feed Mental Health

Good nutrition has long been viewed as a cornerstone of physical health, but research increasingly is showing diet’s effect on mental health as well. A special section in Clinical Psychological Science highlights the different approaches that psychology researchers are taking to understand the many ways in which nutrition and mental health intersect. Decades of research have shown the importance of proper nutrition in preventing and treating the ill effects of inflammation and stress, physiological processes that are inti- mately linked with mental health. Despite this clear connection, diet and metabolism typically do not feature in studies that examine aspects of psychological well-being. “Nutrition is not mainstream within the sciences that study These findings raise the question of whether children with ADHD mental health and illness,” psychological scientist Alan Kazdin, process nutrients in ways that differ from those of other children. who organized the Special Section during his tenure as Clinical Focusing on potential nutritional interventions for Psychological Science Editor, notes in his introduction. “Standard obsessive-compulsive disorder (OCD), Jerome Sarris (The Uni- coursework in training and exposure to the scientific literature versity of Melbourne, Australia) and colleagues examined effects in the traditional mental health professions omit even a morsel. of treatment with an amino acid agent called N-acetyl-cysteine A single series of papers cannot redress that. Yet we can make (NAC) in a randomized controlled trial with 44 participants. The salient key questions and convey there are answers.” data showed no overall difference between NAC and placebo in The aim of this collection of articles is to “showcase the reducing OCD symptoms, but subgroup comparisons indicated diversity of studies being conducted in a new, rapidly emerg- that younger participants and those who had been diagnosed for ing field of nutrition and mental health,” write guest editors a shorter period of time were more likely to show improvement Julia J. Rucklidge (University of Canterbury, New Zealand) in response to NAC. The researchers suggest that further studies and Bonnie J. Kaplan (University of Calgary, Canada) in their with larger samples are necessary to determine the utility of NAC introduction to the special section. as an adjunct to OCD treatment. The five articles included in the special section investigate Joanna S. Lothian, Neville M. Blampied, and Julia J. the intersection of nutrition and mental health from varying Rucklidge, all of the University of Canterbury, New Zealand, ex- levels and perspectives. plore broad-spectrum micronutrients (i.e., vitamins and miner- Building on previous research showing the beneficial effects of als) as treatment for insomnia, a condition that is associated a Mediterranean-style diet — rich in fruits and vegetables, healthy with a variety of mental health problems. In an 8-week trial, the fats, nuts, and fish — Almudena Sánchez-Villegas (University researchers investigated outcomes associated with the use of a of Las Palmas de Gran Canaria, Spain) and colleagues examine commercial micronutrient supplement in a group of 14 adults outcomes associated with a broader Mediterranean lifestyle that who reported symptoms of insomnia. Participants reported includes diet, physical activity, and social activity. Looking at improvements with insomnia symptoms, mood, stress, and data from 11,800 individuals participating in a university-based anxiety over the course of the trial. The researchers note several longitudinal study, the researchers found that all of these variables limitations — including the fact that participants were aware of independently predicted a lower risk of depression. The article the treatment and the study lacked a control group — that should highlights the importance of examining the combined effects of be addressed in future research. nutritional and other lifestyle factors on mental health outcomes. Investigating the relationship between inflammation and Jane Pei-Chen Chang (King’s College London, United depression, Tasnime N. Akbaraly (INSERM, France) and col- Kingdom) and colleagues focus their research on another men- leagues examine data on diet and depressive symptoms collected tal disorder: attention-deficit/hyperactivity disorder (ADHD). from 4,246 adults over a period of 5 years. The researchers found Examining data from 21 children with ADHD and 21 children that diets that rated high on the “dietary inflammatory index” without ADHD, the researchers find complex relations among were associated with increased risk of depressive symptoms, children’s food consumption, physical symptoms, and cognitive but only among women. Specific biomarkers of inflammation performance. Although children with ADHD showed no dif- did not explain this association, despite their association with ference in essential fatty acid (EFA) intake compared with their dietary inflammatory index scores at baseline. non-ADHD peers, they did show signs of EFA deficiency. At the Please visit the Special Section on Nutrition and Mental same time, children who had lower EFA intake and symptoms Health at http://cpx.sagepub.com/content/current#SpecialSeries- of EFA deficiency were likely to show greater ADHD symptoms. NutritionandMentalHealth.

Association for Psychological Science January 2017 — Vol. 30, No. 1 8 OBSERVATIONS Linehan Receives Grawemeyer Award for Psychology

APS James McKeen Cattell Fellow Marsha M. Linehan, whose groundbreaking research has focused on developing interventions for teens at high risk for suicide and support networks for their families and friends, has won the 2017 University of Louisville Grawemeyer Award for Psychology. Linehan’s award-winning Dialectical Behavior Therapy (DBT) is an evidence-based cognitive behavioral program that helps patients focus on mediating their behavior with coping skills. Previous recipients of the Grawemeyer Award for Psychology include APS Past Presidents Elizabeth F. Loftus, Walter Mischel, and James L. McGaugh; APS Past Board Member Anne M. Treisman; APS William James Fellow and APS James McKeen Cattell Fellow Albert Bandura; APS James McKeen Cattell Fellows Aaron T. Beck and Irving I. Gottesman; APS William for suicide. Linehan has made it her mission to increase the amount James Fellows Daniel Kahneman, Mortimer Mishkin, Michael of empirical research dedicated to patients with mental disorders I. Posner, Amos Tversky, David E. Rumelhart, and Leslie G. by using robust study methods and by training graduate students Ungerleider; and APS Fellows Marcus E. Raichle, Steven F. to work with difficult cases early in their careers. Maier, Antonio Damasio, Steven E. Petersen, and Lynn Nadel. The psychological scientist has been open about how her own Linehan, who directs the Behavioral Research & Therapy Clin- suicidality and depression have influenced her work. “At a young ics, Center for Behavioral Technology, at the University of Wash- age, I vowed to get myself out of hell and then to go back and get ington, has worked for decades to develop rigorous clinical trials others out,” she said in the press release announcing the award. to study suicidal behaviors. In her award address at the 2015 APS In addition to undertaking this daunting mission, Annual Convention in New York City she noted that, as of 2013, Linehan has published seven books, including a widely employed only 83 randomized clinical trials had been conducted to measure handbook on DBT that has been translated into 10 languages. suicidal behavior. Furthermore, 23% of those trials excluded many To see Marsha Linehan’s 2015 APS Award address, visit www. of the individuals who most needed treatment, such as those with psychologicalscience.org/r/Linehan. depression, anxiety, or bipolar disorder as well as those at high risk

Major Change in NIH Policy for Clinical Trials Applications

In a significant departure from current practices, the National clinical trial applications through Parent Announcements (broad Institutes of Health (NIH) has issued new policies relating to grant funding opportunity announcements for investigator-initiated ap- applications involving clinical trials, including one (http://grants.nih. plications) or other FOAs that are not specifically designed to accept gov/grants/guide/notice-files/NOT-OD-16-147.html) mandating clinical trials. Each NIH Institute and Center (IC) will be required that all applications involving clinical trials must be in response to a to publish its own clinical trials FOA, which will emphasize that IC’s Funding Opportunity Announcement (FOA) specifically designed scientific area(s) of interest. for clinical trials. The changes will affect applications submitted on While NIH is making these changes in an effort to “to identify or after September 27, 2017. more easily clinical trial applications and ensure that key components This policy change will have a clear impact on the application of clinical trial information are included and uniformly considered process for psychological scientists, given that the NIH definition of in review,” vigilance from the scientific community is needed to a clinical trial (see http://grants.nih.gov/grants/guide/notice-files/ ensure that all areas of science are represented in the IC-specific NOT-OD-15-015.html) includes all research involving one or more FOAs involving clinical trials research. human subjects who are prospectively assigned to one or more inter- For more information on NIH policy announcements, check out ventions (that may include placebo or other control) to evaluate the the information posted at the NIH Office of Extramural Research, effects of those interventions on health-related biomedical or behav- Notices of NIH Policy Changes site (https://grants.nih.gov/policy/ ioral outcomes. Investigator-initiated applications involving clinical notices.htm). For information on the implications of the NIH clini- trials will no longer be accepted by NIH; instead, applicants seeking cal trials policies on behavioral and social sciences, see the Office of to conduct clinical trial research must find an FOA that specifically Behavioral and Social Sciences Research Director’s Voice blog from allows the submission of clinical trials and covers an area of scientific October 18, 2016, at https://obssr.od.nih.gov/new-nih-clinical-trials- interest relevant to the proposed research. NIH will no longer accept policies-implications-for-behavioral-and-social-science-researchers.

January 2017 — Vol. 30, No. 1 Association for Psychological Science OBSERVATIONS 9 Loftus Receives 2016 John Maddox Prize

APS Past President Elizabeth F. Loftus has been awarded the 2016 John Maddox Prize, which honors scientists who have shown courage in promoting science on a matter of public interest in the face of difficulty or hostility. The award, named after the late Nature Editor Sir John Maddox, recognizes Loftus for her groundbreaking studies on false memory and the unreliable aspects of eyewitness testimony. Loftus’s research, which in the 1990s challenged many people’s claims of repressed memories of childhood abuse, resulted in efforts to undermine her career and even threats to her life. “Standing up for psychological science in general, and research on memory in particular, has brought a good deal of hostility my way,” Loftus acknowledges in her comment explained the three words she would use to describe human on the prize’s webpage. “Receiving this honor helps to erase memory: “suggestive, subjective, and malleable.” the pain of insults, death threats, and lawsuits. And I love Loftus has published 23 books and over 200 articles on her that idea that, forever, my CV will contain the name of research, with titles such as “The Myth of Repressed Memory: the late Sir John Maddox, whom all respect for his tireless False Memories and Allegations of Sexual Abuse,” “Witness defense of science.” for the Defense: The Accused, the Eyewitness and the Expert Loftus’s 40-plus years of research have gained her some Who Puts Memory on Trial,” and “Eyewitness Testimony: Civil of the field’s most prestigious accolades and garnered her and Criminal.” She is an APS William James Fellow and APS popularity unheard of for most psychological scientists. She James McKeen Cattell Fellow, and her other honors include appeared on The Oprah Winfrey Show; her TED Talk, “How the Grawemeyer Award, the Distinguished Contribution to Reliable is Your Memory?,” has more than 3 million views; and Basic and Applied Scientific Psychology Award, the William she has served as an expert witness in hundreds of court cases, T. Rossiter Award for “exceptional global contribution to the including the high-profile criminal trials of Martha Stewart, field of forensic mental health,” and many more. Ted Bundy, and O. J. Simpson. To go Inside the Psychologist’s Studio with Elizabeth Loftus’s pioneering work on the “misinformation effect” has Loftus, please visit http://www.psychologicalscience.org/video/ illuminated for the field aspects of human memory that many elizabeth-loftus-itps.html#.WEgsiLIrJaQ. were unwilling to accept. In a Frontline interview with PBS, she

New Books Liberation Psychology, Technologies of Mind Management and Self Actualization by Denis Carville; Denis Carville, September 20, 2016.

Payoff: The Hidden Logic That Shapes Our Motivations by Dan Ariely; TED Books, Simon & Schuster, November 15, 2016.

Take Pride: Why the Deadliest Sin Holds the Secret to Human Success by Jessica Tracy; Houghton Mifflin Harcourt, September 20, 2016.

To submit a new book, email [email protected].

Association for Psychological Science January 2017 — Vol. 30, No. 1 10 OBSERVATIONS Two Priming Effects to be Examined in APS Registered Replication Reports With Combined Protocol

APS announces two new Registered Replication Report studies have not found moral or religious priming to have an (RRR) projects. Data for these two projects will be collected effect on subsequent deceptive behaviors. The proposers of the concurrently as part of a single protocol, and participating replication, Bruno Verschuere (University of Amsterdam, the laboratories will be listed as authors on both reports. These Netherlands), and Ewout Meijer (Maastricht University, the reports will be published in APS’s new journal, Advances in Netherlands), hope that a large, multicenter direct replication of Methodologies and Practices in Psychological Science, and they this study will help to provide clarity regarding moral priming. will replicate Experiment 1 from: The task in Mazar, Amir, and Ariely’s study was adminis- • Mazar, N., Amir, O., & Ariely, D. (2008). The dishon- tered as a part of a larger battery of tests in a large classroom esty of honest people: A theory of self-concept mainte- setting, conditions that must be met by the RRR study as well. nance. Journal of Marketing Research, 45(6), 633–644. This provides an opportunity to conduct another RRR as part and Experiment 1 from: of that battery. The second RRR will examine Thomas K. Srull • Srull, T. K., & Wyer, R. S. (1979). The role of category (University of Illinois at Urbana-Champaign) and Robert S. accessibility in the interpretation of information about Wyer’s (Hong Kong University of Science and Technology, persons: Some determinants and implications. Journal Hong Kong) seminal 1979 study. of Personality and Social Psychology, 37(10), 1660–1672. In that study, the authors examined the so-called assimi- In the 2008 study, Nina H. Mažar (University of Toronto, lation priming effect by first asking subjects to descramble Canada), On Amir (University of California, San Diego), and sentences that described either hostile or neutral behaviors. Dan Ariely (Duke University) showed that a quick and simple When subjects subsequently read a vignette about a man moral reminder significantly reduced cheating. Participants whose behaviors were ambiguous in their hostility, those who were given a problem-solving task and an incentive to perform had been primed with more hostile sentences judged these well. Those participants in the critical “cheat” condition were ambiguous behaviors as more hostile and rated the man as given an opportunity to report solving a greater number of more hostile as well. problems than they actually did, with no risk of being caught. Although the effects of “hostile priming” have been When those participants were primed with a moral reminder conceptually repeated in many experiments, recent concerns (to recall the Ten Commandments) versus a neutral reminder over the replicability of some social priming studies — includ- (to recall 10 books they read in high school) before completing ones using sentence descrambling as a prime — inspired ing the task, the morally primed subjects reported solving Randy J. McCarthy and APS Fellow John J. Skowronski, 28% fewer problems. According to the authors, “the level both of Northern Illinois University, to propose a large-scale of dishonesty dropped when people paid more attention to replication to measure the true size of this effect. honesty standards” (p. 642). Researchers can learn more about the project at its Open Several labs have conducted studies extending this concept Science Framework page (https://osf.io/vxz7q/), which of religious and moral priming, and the influence of prim- includes the full protocol and all of the experimental ma- ing on honesty has been examined in a variety of contexts. terials. If you have any questions about this RRR or the However, a direct replication of the Mazar, Amir, and Ariely RRR process in general, you can email the RRR editors at (2008) study has never been published, and some recent [email protected].

Minds for Business A Blog on the Science of Work and Leadership www.psychologicalscience.org/minds

January 2017 — Vol. 30, No. 1 Association for Psychological Science CONGRATULATIONS, NEW APS FELLOWS

Patricia A. Areán June Gruber Jenae M. Neiderhiser University of Washington University of Colorado Boulder Pennsylvania State University Janet L. Barnes-Farrell Lawrence M. Hanser Helen Lisbeth Nielsen University of Connecticut RAND Corporation National Institute on Aging Dorthe Berntsen Mark L. Hatzenbuehler Kristina R. Olson Aarhus University, Denmark Columbia University University of Washington Irene V. Blair Jutta Heckhausen Sheryl L. Olson University of Colorado Boulder University of California, Irvine University of Michigan, Ann Arbor Adriel Boals Colette R. Hirsch Michael W. Otto University of North Texas King’s College, London, United Kingdom Boston University Richard E. Boyatzis Jennifer L. Hudson Franco Pestilli Case Western Reserve University Macquarie University, Australia Indiana University, Bloomington Gary L. Brase Lauri A. Jensen-Campbell Keith J. Petrie Kansas State University University of Texas at Arlington University of Auckland, New Zealand Joshua W. Buckholtz Cheryl R. Kaiser Stephen A. Petrill Harvard University University of Washington The Ohio State University Darrell L. Butler Kerry Kawakami Jonathan A. Plucker Ball State University York University, Canada Johns Hopkins University Deborah M. Capaldi Barbara Krahé Sara E. Rimm-Kaufman Oregon Social Learning Center University of Potsdam, Germany University of Virginia Regina M. Carelli Daniel A. Krauss Amanda J. Rose University of North Carolina at Chapel Hill Claremont McKenna College University of Missouri Pim Cuijpers Robin J. Lewis Karen Salmon VU University, Amsterdam, the Netherlands Old Dominion University Victoria University of Wellington, New Zealand Rudi De Raedt Chiang-Shan R. Li Arthur G. Samuel Ghent University, Belgium Yale University Stony Brook University, The State Tracy A. Dennis Filip Lievens University of New York Hunter College, The City University of New York Ghent University, Belgium Ronald Seifer Lisa M. Diamond Christopher J. Lonigan Brown University University of Utah Florida State University Deryn Strange Melanie M. Domenech Rodríguez Richard E. Lucas John Jay College of Criminal Justice, The City University of New York Utah State University Michigan State University Iroise Dumontheil René Marois Jennifer L. Tackett Northwestern University Birkbeck, University of London, United Kingdom Vanderbilt University Hillary Anger Elfenbein Mara Mather Jessica L. Tracy University of British Columbia, Canada Washington University in St. Louis University of Southern California Edgar Erdfelder Ian McGregor Brian E. Vaughn Auburn University University of Mannheim, Germany University of Waterloo, Canada Francesca Gino James M. McQueen Qi Wang Cornell University Harvard University Radboud University Nijmegen, the Netherland Rebecca L. Gómez Rashmita S. Mistry Michaela Wänke University of Mannheim, Germany University of Arizona University of California, Los Angeles Mark T. Greenberg Robert L. Munroe Chen Yu Indiana University Bloomington Pennsylvania State University Pitzer College

For a complete list of APS Fellows, visit www.psychologicalscience.org/r/Fellows. Presents Improving the Reproducibility of Our Research Practices Using Open Science Framework

With: APS Fellow Brian Nosek University of Virginia Executive Director, Center for Open Science Courtney Soderberg Statistical and Methodological Consultant Center for Open Science

In this six-part workshop, APS Fellow Brian Nosek and Courtney Soderberg of the Center for Open Science review laboratory and personal research practices to improve reproducibility. Topics include project and data management, preregistration, managing collaborations, and getting the most out of the Open Science Framework for private and public laboratory operations. The workshop was recorded at the 28th APS Annual Convention in Chicago in 2016.

Chapter 1: Introduction Chapter 2: Setting Up a Collaborative Research Space Chapter 3: Pre-Registration and Pre-Analysis Plans Chapter 4: Documenting Your Research Project Chapter 5: Sharing Your Work Chapter 6: Incentives for Behavior That Research Can Take Advantage Of

Available now at www.youtube.com/user/PsychologicalScience.

Presented with support from SAGE Publications 13 APS–Psychonomic Society W.K. & K.W. Estes Lecture Finding Common Ground

Presents Between Classic Improving the Reproducibility of Our Research Learning Theories Practices Using Open Science Framework PS Past President Gordon H. Bower is a pioneering Estes posited that stimulus With: psychological scientist and a National Medal of Science aspects arise from various fac- Awinner — but even luminaries like Bower have their tors such as the experimental APS Fellow Brian Nosek mentors. In the APS–Psychonomic Society W. K. & K. W. Estes apparatus used, subjects’ internal University of Virginia Lecture at the 2016 APS Annual Convention in Chicago, Bower states, and extraneous stimuli spoke about his relationship with the late William K. Estes and not associated with any outcome. Executive Director, Center for Open Science his work to build on Estes’s theories, a journey of both personal Over the course of his and scientific gains. talk, Bower described in great Estes himself was a pioneer in mathematical psychology, a depth the apparent differences Courtney Soderberg National Medal of Science winner, and the Founding Editor of between the two theories and Statistical and Methodological Consultant APS’s flagship journal, Psychological Science. His wife, Kather- how, via a process of careful Center for Open Science ine “Kay” W. Estes, was the Founding Managing Editor of the translation, the two theories journal. give rise to virtually identi- During his address, Bower described time he spent relating cal mathematical equations, In this six-part workshop, APS Fellow Brian Nosek Estes’s research to that of influential learning theorist Clark L. bridging the gap between the Bower and Courtney Soderberg of the Center for Open Hull. Bower discussed his time in graduate school at Yale Uni- two theories, and, according to Bower, putting Estes’s stimulus versity, where Hull’s stimulus–response theory was regarded as sampling theory “on an equal footing with the theories of Hull Science review laboratory and personal research the major theory of learning and memory at the time. But when and [Edward] Tolman that were so dominant in those waning practices to improve reproducibility. Topics in- Bower met Estes during a workshop at Stanford University, he days of the grand learning theories.” clude project and data management, preregistration, managing collaborations, and getting brought back to Yale a newfound appreciation for Estes’s theory of Eventually, Bower and his colleagues moved on from his learning, called the stimulus sampling theory. Bower soon became theory-bridging efforts to other topics. the most out of the Open Science Framework for private and public laboratory operations. committed to bridging the gap between these two theories. “Although such speculations might have been noteworthy at The workshop was recorded at the 28th APS Annual Convention in Chicago in 2016. According to Bower, Hull’s theory arose from psychology’s the time, I never published any of it and Bill published only a little behaviorism movement as an attempt to determine fundamental bit … in retrospect, the speculations are very much confined to principles of learning arising from hundreds of studies being their historical time capsule. Moreover, beginning in 1960, Bill Chapter 1: Introduction conducted on animal conditioning. Hull believed that research- and I both joined the cognitive revolution and essentially moved ers could summarize the effect of learning conditions to obtain a on to studies of human memory and category learning.” Chapter 2: Setting Up a Collaborative Research Space measure called degree of conditioning. Hull’s degree of condition- Bower ended his talk by reflecting on the personal importance ing was defined as a product of habit strength due to past training, of the time he spent working with Estes, noting that Estes’s men- Chapter 3: Pre-Registration and Pre-Analysis Plans the distinctiveness or intensity of the conditioned stimulus, the torship fostered his strong interest in mathematical psychology. animal’s relevant motivation level, the magnitude and the quality “Not only was [Estes] a superbly creative scientist, he had an Chapter 4: Documenting Your Research Project of the reward, and the delay of the reward following the response. enormous impact on our field. I feel lucky to have known him “Hull always viewed his set of principles not as an end in so well for so many years,” he finished. Chapter 5: Sharing Your Work themselves but as the basis for deriving explanations for many To watch Bower’s full APS–Psychonomic Society W. K. & other behavioral observations,” said Bower. K. W. Estes Lecture, please visit www.psychologicalscience. Chapter 6: Incentives for Behavior That Research Can Take Advantage Of On the other hand, Estes’s theory was more abstract, Bower org/r/bower. To watch Bower’s “Inside the Psychologist’s Studio” said. According to Estes, learning gave rise to “a large popula- interview, please visit http://www.psychologicalscience.org/ tion of dozens of little stimulus aspects … called stimulus observer/gordon-bower-itps. To read a remembrance of William elements.” On any given learning trial, only a sample of these K. Estes, please visit www.psychologicalscience.org/observer/ Available now at www.youtube.com/user/PsychologicalScience. elements are noticed — kind of like drawing marbles from a remembering-william-k-estes. bag. When a majority of these marbles are associated with a Lastly, if you wish to donate to the W. K. & K. W. Estes Fund, certain response, the response occurs. Learning increases as please visit www.psychologicalscience.org/fund-new/index. these stimulus elements become more and more associated cfm?FundID=WKKW.  Presented with support from SAGE Publications with certain responses. -K. Andrew DeSoto

Association for Psychological Science January 2017 — Vol. 30, No. 1 14 Science in Policy Harnessing the Wisdom of Crowds to Improve Hiring By Alexandra Michel

t least as far back as the 19th century, statisticians The team’s first set of experiments on innovating hiring found that groups of people are capable of making practices was inspired by a nearly 200-year-old statistics experi- A a more accurate decision than any single individual. ment. The English statistician Francis Galton famously asked Yet organizations rarely take advantage of this “wisdom of the 800 townsfolk at a county fair in Plymouth, England, to guess crowd” to improve operations. the exact weight of an ox down to the pound. Guessers wrote In a new program, behavioral scientists at the Behavioural their estimates on bits of paper, which Galton then analyzed. Insights Team (BIT) in the United Kingdom are harnessing Galton had hypothesized that “oxen experts” such as farmers and the decision-making power of groups to improve the way that butchers would have the best estimates, but the crowd proved organizations conduct hiring. Originally commissioned under this assumption wrong: The group’s estimate was more accurate Prime Minister David Cameron in 2010, the BIT is a leading than the individual guesses from experts. example of government testing of public and organizational Galton was shocked by the results: The median of all 800 policy interventions through evidence-backed collaborations guesses was extremely close to the exact weight of the ox. The with behavioral scientists. Across a series of experiments, the BIT group estimate was 1,197 pounds, and the actual weight of the has been investigating how findings from behavioral science can ox was 1,198 pounds — a difference of just 0.08%. be used to help organizations, including the BIT itself, improve This “wisdom of the crowd” demonstrated that, under the hiring practices. right conditions, groups of people can make more insightful “Organisations spend eye-watering sums trying to attract the decisions than individuals can, sometimes even besting the best talent because in many industries, the difference between experts. Glazebrook and colleagues suspected that integrating the best and the good has real implications for the bottom line,” more people into the hiring process could similarly improve BIT behavioral scientists Kate Glazebrook, Theo Fellgett, and the chances of picking out the best possible candidates from the Janna Ter Meer write in a BIT blog post. pool of applications. Many hiring decisions come down to superficial criteria, Alexandra Michel is a science writer at the Association for such as choosing to interview only graduates from certain Psychological Science. She can be reached at apsobserver@ universities or unconsciously favoring candidates based psychologicalscience.org.

January 2017 — Vol. 30, No. 1 Association for Psychological Science 15 on traits like gender, ethnicity, or sexual orientation. By about a time when you used your initiative to resolve a difficult focusing on these perfunctory traits, organizations may miss situation.”). The reviewers were given a set of guidelines, similar out on highly qualified candidates. Additionally, these kinds of to those given to conduct a structured interview, to help them homogenous hiring practices can lead to situations in which assess the quality of responses. employers miss out on the benefits that come from a diversity The 400-person crowd had a clear favorite and easily identi- of perspectives. When everyone addresses problems in the fied the best candidate response. same way (i.e., “groupthink”), teams can end up missing major “We took our data and ran statistical simulations to estimate concerns altogether. the probability that different groups could correctly select Although companies are increasingly aware of the benefits the best candidate,” Glazebrook and colleagues explain. “We of a diverse workforce, actually translating these goals into created 1,000 combinations of reviewers in teams of different hiring practices has been a challenge. The BIT wanted to find sizes, ranging from one to seven people. We then pooled them out whether they could build better, more diverse teams by by the size of the group and averaged their chance of selecting adopting a hiring strategy that could take advantage of the the right candidate.” wisdom of crowds. When there was a gap in quality between the best and “One area of crucial importance to almost all organisations second-best responses, an individual picked the less qualified is recruitment, but research shows that a whole host of implicit person approximately 16% of the time. However, with a group biases result in suboptimal hiring decisions,” the BIT explains of three decision-makers, the odds of choosing the lesser can- in their 2016 report. “Studies have shown that organisations didate dropped to 6%, and with a five-person group, the chance are more likely to offer job interviews to candidates with decreased to 1%. When the two candidates were very similar, ‘white-sounding’ names. Recruiters make snap judgements individuals selected the best candidate approximately 50% of about individuals in interviews, and structure recruitment the time — basically, they had the same accuracy as tossing a processes (e.g. sending a cover letter and CV) in ways that coin. A crowd of seven, on the other hand, picked the superior give too much weight to factors (gender, race, social class) candidate more than 70% of the time. that should be irrelevant to an individual’s ability to do a role.” Of course, polling 400 reviewers for every job isn’t very prac- Research from APS Fellow Philip E. Tetlock (University tical. Ultimately, the evidence suggested that three reviewers was of Pennsylvania) has demonstrated that people are better at the optimal crowd size for recruitment, but more experiments forecasting outcomes when they work together in collab- are still in the works. orative teams. Tetlock and colleagues have spent years studying decision-making and expertise. One of their key findings has Turning the Science Inward been that pooling multiple perspectives can counter the cogni- “The Behavioural Insights Team likes to live by its own principles. tive biases that lead to bad decisions. The BIT drew on Tetlock’s When we examined the literature on how organizations can research to help inform their own approach to bias in hiring. improve their internal practices, we realized we had to apply “In fact, researchers have even shown that US defense them to BIT as well,” the team explains. intelligence analysts with access to classified information can To this end, the BIT has developed a platform called be beaten by some rudimentarily-educated amateurs: largely Applied. The goal of this project is to use findings from because they come to conclusions too quickly and struggle behavioral science to reduce the role of bias in the hiring to update their opinions in the face of new and conflicting process. information,” Glazebrook, Fellgett, and Ter Meer explain in Most job searches start with an applicant submitting their their BIT blog post. resume or CV along with a cover letter. Someone in human Research also suggests that people with varied backgrounds resources then sorts through the pool of applicants, narrowing it and experiences will tackle problems differently, and this diver- down to a set of individuals who will be invited for an interview. sity of perspectives can help organizations make better decisions. But the small experiment described above simply doesn’t sup- A team of psychological scientists led by APS Fellow Adam D. port the standard CV sift as a particularly useful hiring tool. For Galinsky (Columbia University) recently summarized empirical example, a candidate with a degree from a prestigious private arguments for more diverse teams in Perspectives in Psycho- university on his or her CV may be chosen over someone equally logical Science: “Homogeneous groups run the risk of narrow qualified who attended a state university, or a candidate with mindedness and groupthink (i.e., premature consensus) through a typically masculine name may be assumed to have greater misplaced comfort and overconfidence. Diverse groups, in leadership potential compared with a female job candidate. contrast, are often more innovative and make better decisions, “With respect to CVs in particular, research argues that in both cooperative and competitive contexts.” CVs typically contain information that is largely irrelevant So when it comes to reviewing resumes and interviewing appli- to a candidate’s performance on the job. Nevertheless, this cants, how big does the crowd need to be to maximize the benefits? information has the potential to prey on the unconscious biases The BIT designed a simple online experiment in which ap- of the assessor,” the BIT explains in their 2016 report. proximately 400 reviewers rated four hypothetical job candidates The Applied platform attempts to increase qual- based on responses to a generic recruiting prompt (i.e., “Tell me ity and diversity in hiring through implementing four key 

Association for Psychological Science January 2017 — Vol. 30, No. 1 16 A

features: anonymization, chunking, collective intelligence, and There was a marked difference in the role of educational Nomination Deadline: predictive assessment. background between the two groups. While the CV sift favored First, the platform anonymizes applications by scrubbing applicants based on formal educational attainment, those who irrelevant information such as names (which can provide cues made it through the Applied sift had a much more diverse about an applicant’s gender, race, age, or ethnic background). educational background — that is, the people who had the most The applications then are organized by “chunking” — instead years of higher education didn’t necessarily have the best skills of reading through one full application at a time, reviewers for the job. This finding is in line with trends from companies compare a specific question from an application with the like Google and IBM, where formal college education or uni- same question from other applications. This helps reviewers versity grades increasingly are viewed as irrelevant predictors of to identify the overall best responses. someone’s performance on the job. Last, three or more people review the remaining pool of “We would never have hired (or even met!) a whopping 60 applicants. Agreement of multiple reviewers helps ensure that percent of the candidates we offered jobs to if we’d relied on their Recognizing Outstanding Ideas In the best possible candidate is ultimately chosen. Job assessments CVs alone,” Glazebrook and Ter Meer write. and situational work tests are chosen based on whether there’s Of course, more evidence is required to demonstrate that evidence showing that specific tests are “genuinely predictive this hiring approach will actually translate into on-the-job per- 100,000 Psychology of performance on the job.” formance. The cohort of hires at Applied is too small to use as a The Applied platform isn’t just for private organizations meaningful test of the platform’s capabilities in the real world, but and businesses: The BIT has used the platform to improve their the Applied team is looking for opportunities to run a larger test. T N I own hiring practices. On a national scale, the use of this kind of bias-limiting ap- A program is proud to announce the 2018 . A one-to-two-page letter of nomination, in proach could have an enormous impact on helping individuals award in Psychology. This award recognizes English, identifying the speci c idea being Can You Take the Bias Out of Hiring? get the jobs for which they’re qualified. As Glazebrook and Ter In an experiment to determine whether Applied was doing Meer explain, “even if 1 in 5 candidates were given jobs that they outstanding ideas in all areas of Psychological nominated and delineating the reasons why what it was supposed to, BIT researchers tested the platform otherwise wouldn’t have, across the economy, that’s hundreds of Science. The award is designed to recognize a the idea merits the award, based on the against a more traditional “CV sift” during their own 2015–2016 thousands of people getting jobs they otherwise wouldn’t have speci c idea, rather than a lifetime of criteria above. graduate recruitment period. based on merit.”  accomplishment. Nominations are judged on First, the team designed a parallel A/B test of the 160 . A current mailing address, telephone candidates who had the best performance on an initial References the basis of originality, creativity, scienti c merit, number, fax number and e-mail address for multiple-choice test. The application materials for all candidates Behavioural Insights Team (2015). The Behavioural and breadth of impact on the discipline. were sent through both the automated Applied review and the Insights Team Update Report 2015–16. Retrieved from the nominee. http://38r8om2xjhhl25mw24492dir.wpengine.netdna- normal “sift” from a senior HR manager who reviewed CVs cdn.com/wp-content/uploads/2016/09/BIT_Update_ T N and resumes. The resulting pool of successful candidates was S N Report_2015-16-.pdf. The University invites nominations from then sent through a rigorous set of skill assessments and final Galinsky, A. D., Todd, A. R., Homan, A. C., Phillips, K. W., in-person interviews. throughout the world by individuals, Apfelbaum, E. P., Sasaki, S. J., ... Maddux, W. W. (2015). Director, Psychology Grawemeyer Award Ultimately, this process gave applicants two shots to get Maximizing the gains and minimizing the pains of professional associations, university hired: They could make it through the traditional review diversity: A policy perspective. Perspectives on Psychological Dept. of Psychological and Brain Sciences Science, 10, 742–748. doi:10.1177/1745691615598513 administrators, and publishers or editors of process based on an exceptional CV, or they could be chosen University of Louisville based on the scores from the evidence-based hiring tests used Glazebrook, K., Fellgett, T., & Ter Meer, J. (2016, February journals and books in Psychology. 17). Would you hire on the toss of a coin? Retrieved from Louisville, KY 40292, U.S.A. by Applied. Self-nominations are not permitted. Upon http://www.behaviouralinsights.co.uk/labour-market-and- T 502 852-0430 “When we pulled all of the data in, lots of things surprised economic-growth/would-you-hire-on-the-toss-of-a-coin/ receipt of their nomination, nominees will be u s ,” Glazebrook and Ter Meer write in a post on Medium. 502 852-8904 Glazebrook, K., & Ter Meer, J. (2016, September 21). Putting noti ed about the award conditions, the There was no correlation between the score for an applicant’s Applied to the test — Part 1. Medium. Retrieved from [email protected] CV and in-person performance in later rounds. Simply having https://medium.com/finding-needles-in-haystacks/putting- selection process and the supporting applied-to-the-test-part-1-9f1ad6379e9e#.6dut0omuw www.grawemeyer.org/psychology/ an impressive CV with recognizable schools and fancy titles materials needed. was a weak predictor for test scores during the other assess- Glazebrook, K., & Ter Meer, J. (2016, October 3). Can ments. There was, however, a significant, positive relationship technology improve diversity? Putting Applied to the test — Part 2. Medium. Retrieved from https://medium.com/ between the Applied scores and the two in-person interview PRIOR WINNERS finding-needles-in-haystacks/can-technology-improve- rounds — that is, people with high Applied scores on their diversity-putting-applied-to-the-test-part-2-a6fb98c26778#. 2001 Michael Posner, Marcus Raichle & 2008 Albert Bandura application materials also performed well in person. k367wpl3z Steven Petersen 2009 Anne Treisman But did Applied actually come through on delivering a more Mellers, B., Stone, E., Murray, T., Minster, A., Rohrbaugh, 2002 James McClelland & David Rumelhart 2010 Ronald Melzack diverse set of hires? While there wasn’t a significant difference N., Bishop, M., … Tetlock, P. (2015). Identifying and 2003 Daniel Kahneman & Amos Tversky Walter Mischel between the two hiring groups on gender, there was evidence cultivating superforecasters as a method of improving 2011 that Applied was less biased against people with a disability and probabilistic predictions. Perspectives on Psychological 2004 Aaron Beck 2012 Leslie Ungerleider & Mortimer Mishkin Science, 10, 267–281. doi:10.1177/1745691615577794 people from non-White backgrounds, although the sample sizes 2005 Elizabeth Loftus 2013 Irving Gottesman were too small to provide a statistically significant conclusion Tetlock, P. E., & Gardner, D. (2015). Superforecasting: The Art 2006 Lynn Nadel & John O’Keefe 2014 Antonio Damasio and Science of Prediction. New York, NY: Crown. for these measures. 2007 Giacomo Rizzolatti, Vittorio Gallese & 2015 James McGaugh Leonardo Fogassi 2016 Steven Maier

January 2017 — Vol. 30, No. 1 Association for Psychological Science A Nomination Deadline:

Recognizing Outstanding Ideas In

100,000 Psychology

T N I A program is proud to announce the 2018 . A one-to-two-page letter of nomination, in award in Psychology. This award recognizes English, identifying the speci c idea being outstanding ideas in all areas of Psychological nominated and delineating the reasons why Science. The award is designed to recognize a the idea merits the award, based on the speci c idea, rather than a lifetime of criteria above. accomplishment. Nominations are judged on . A current mailing address, telephone the basis of originality, creativity, scienti c merit, number, fax number and e-mail address for and breadth of impact on the discipline. the nominee. T N S N The University invites nominations from throughout the world by individuals, Director, Psychology Grawemeyer Award professional associations, university Dept. of Psychological and Brain Sciences administrators, and publishers or editors of University of Louisville journals and books in Psychology. Louisville, KY 40292, U.S.A. Self-nominations are not permitted. Upon T 502 852-0430 receipt of their nomination, nominees will be 502 852-8904 noti ed about the award conditions, the [email protected] selection process and the supporting www.grawemeyer.org/psychology/ materials needed.

PRIOR WINNERS 2001 Michael Posner, Marcus Raichle & 2008 Albert Bandura Steven Petersen 2009 Anne Treisman 2002 James McClelland & David Rumelhart 2010 Ronald Melzack 2003 Daniel Kahneman & Amos Tversky 2011 Walter Mischel 2004 Aaron Beck 2012 Leslie Ungerleider & Mortimer Mishkin 2005 Elizabeth Loftus 2013 Irving Gottesman 2006 Lynn Nadel & John O’Keefe 2014 Antonio Damasio 2007 Giacomo Rizzolatti, Vittorio Gallese & 2015 James McGaugh Leonardo Fogassi 2016 Steven Maier 18 What Do We Want Our Scientific Discourse to Look Like? A discussion curated by Alison Ledgerwood

e have seen a lot of changes in the field of psychol- discourse on methodology over the last few years, including changes to ogy and evidence, with Wthe way we talk about our science. New develop- more awareness of how ments in technology have opened opportunities for faster, more tone and context influ- flexible, and more broadly accessible communication between ence others’ perceptions scientists than ever before. Journal articles, conference sympo- of the scientist whose sia, and in-person conversations about research and research work is under the micro- methods now are complemented by numerous online blogs, scope, will help ensure Facebook discussion groups, email chains, and Tweets. As healthy development of we embrace the possibilities afforded by these new modes of our science.” communication, it is perhaps an ideal time to ask: What do we want our scientific discourse to look like? Going forward, how 2. Promote can we not only build a better science, but also build better ways inclusivity by of talking about science? attending to Ledgerwood I posed this question recently on PsychMAP, a lightly mod- power. erated Facebook discussion group devoted to discussions of If we want our scientific discourse to be inclusive, we need psychological methods and practices with over 4,000 members to pay careful attention to power dynamics. Rickard Carls- from around the globe. Here are some of the themes that emerged. son of Linnaeus University, Sweden, wrote, “I think the concept of power is important. One can feel low in power in 1. Focus on the ideas, not the person. discussions because of gender, race, research position, rank of uni- Several contributors emphasized the importance of focusing versity, SES, not having English as native language and many other scientific discourse on ideas rather than on individuals. Simine things. … It’s not easy to get all [of the] voices at once. Therefore, I Vazire of the University of California, Davis, wrote (and many suggest that this type of initiative [i.e., discussing what we want our agreed) that she wishes “we would judge scientific claims more scientific discourse to look like] shouldn’t be a one-time event but on the basis of the strength of the evidence or of the arguments regularly revived and reevaluated.” than on who the author/speaker is. (How social media helps/hurts Lenne elaborated on this theme: “As a graduate student, I that goal is something we could debate all day, but I’d personally feel vulnerable publicly stating my thoughts on criticism and rather focus more on how we can reduce the influence of status openness in science, which speaks to the climate of our discourse. bias in our scientific discourse, online and offline, in journals It is essential that we have a communication environment in and in more informal settings. And I say that as someone who is which graduate students, postdocs, and junior faculty from all a beneficiary of this bias.)” backgrounds are rewarded for humbly and openly presenting Richie L. Lenne of the University of Minnesota added, “We methodologically sound ideas, research, and criticisms.” would serve each other, and science as a whole, better if we treated An anonymous contributor added that in the best version of critique and communication of science as an open and humble scientific discourse, “thoughtfully expressing scientifically based process of discovery and improvement. This is easier said than disagreement with someone who happens to be more powerful done. Criticisms of the science are often construed as criticisms of would neither … be risky for one’s career, nor [constitute] a free the scientist. Even when we, as scientists, appreciate the criticism pool of ideas for personal use without needing to acknowledge and recognize its scientific value, it still evokes concerns that others the source or collaborate should that be warranted. Of course, will lose trust in us and in our research. It is no wonder people are that can be utopian, but at least the willingness to take all voices distressed by methodological criticism. However, focusing our seriously as a default would be one step forward.” The fact that power dynamics evolve and change over Alison Ledgerwood is associate professor at the University time means that they aren’t something we assess and address of California, Davis, and Associate Editor of Perspectives on once — instead, we need to continually evaluate who has power Psychological Science. She can be contacted at aledgerwood@ and who doesn’t, who is included and who is not, and how we ucdavis.edu. CONTINUED after insert

January 2017 — Vol. 30, No. 1 Association for Psychological Science 19 can work within the current context to help level the playing are important, I think it is important that such critiques are not field. For instance, Christian S. Crandall of the University of delivered with condescension. Instead, we need to recognize Kansas highlighted the temporary power dynamic that can that the other person is probably seriously trying their best to emerge when many people criticize a single individual, pointing deliver good work, but may not have learnt the techniques we out that “some individual posts of argument, questioning, or are familiar with, or [may] have a different opinion about what contradiction on their own are not uncivil, but taken as a group good science is. … Honest dialogues about methods in which they can be overwhelming.” both parties listen to each other and take each other seriously are Meanwhile, Jennifer R. Overbeck of the Melbourne Business crucial (even if they think the other party is wrong).” School, Australia, wrote, “Right now, we’re seeing a transition Echoing the importance of assuming good intent on the part from a system where scholars gained status and privilege (and of others, APS Fellow Roger S. Giner-Sorolla of the University thus power over funding, journal access, and defining ‘value’ of Kent, United Kingdom, noted that “civil discourse in science and ‘quality’) through ferocious productivity, sexy findings, means assuming that everyone is trying to find the truth, that placement at top schools, and prestigious social networks to a their errors are only errors, and refraining from implying other system where previously marginalized advocates of rigor have motives even if you suspect them to be true.” used expertise, alliances, control of resources, and control of Meanwhile, Carolin Schuster of the University of Passau, communications media to rapidly become powerful themselves. Germany, pointed out that “civil discourse — that is, willing- It’s no surprise that struggles for control and legitimacy should ness to accept feedback, openness for changing assumptions, erupt between the ‘old guard’ and the ‘new guard.’” and sharing knowledge (and data) — requires a spirit of But to fully grapple with the question of who has power cooperation, not competition,” and suggested that incentives and who does not, we need to take an even broader look. Over- for group products rather than individual products might help beck continues, “What about those whose institutions, ranks, promote a more collaborative science. reputations, resources, networks, etc., leave them without power Amy Summerville of Miami University elaborated on the in either system? A new emphasis on quality could be of huge importance of a collaborative approach that emphasizes learning value in helping such scholars and their high-quality work from each other: “For me, it’s helpful to consider discussions achieve recognition. Yet a new atmosphere of confrontation and, about methods and practices as an extension of the teaching and at times, personalized attack could intimidate them and make learning I do in the other parts of my job. I think most teachers, the enterprise seem so risky that it’s safer just to withdraw. Seeing when providing feedback to their students on their weaknesses, oneself as an outsider–insurgent may give rise to behavior (like try to focus on the specific error and how the student can improve social media ‘hot takes’) that are experienced very differently … rather than saying things like ‘Idiots like you are why our by those who see the behavior as an exercise of power. At some class discussions are so terrible.’ (At least, I certainly hope we point, the revolutionaries become the establishment, and estab- do!) Likewise … we hope our students will try to use feedback lishments have a responsibility to recognize their own power and to do better in the future and ask for help doing so, rather than (here) to avoid merely creating a new system of class privilege try to argue point by point why their grade was totally unfair. My within psychology.” goal for our scientific discourse would be for each of us to be a Katherine S. Corker of Grand Valley State University compassionate teacher and be a teachable learner.” responded, “There’s a kernel of truth in here. However, I see the Finally, Hanne M. Watkins of the University of Pennsyl- new system as more meritocratic (as well as better for scientific vania cautioned against taking an oversimplified view of the quality). The new standards are transparent and clear, whereas current state of the field that divides scholars into camps: “An in the old system only those with access (e.g., [those] who had unfortunate ‘us vs. them’ mentality seems to have developed, the ear of the editor or were an editor) could be successful. Now with many on both sides contributing to the polarization. The we’re making it clear to all what the standards for quality are, human propensity to form groups and develop ingroup biases which means there’s more potential for anyone willing to put the is pretty well established, so it’s not surprising that an ‘old’ vs. work in to meet those standards. The playing field is broadening ‘new’ heuristic has developed in this context as well, with some as science opens up.” people clearly being on one ‘side’ or another. But I’m sure there are lots of people, like me, who don’t feel comfortable ‘picking 3. Foster a spirit of cooperation, sides,’ and would rather focus on our superordinate identity as openness, curiosity, and learning. psychological scientists.” Many people expressed the desire to see a scientific discourse As psychological scientists, then, let’s unite in our shared that is motivated by curiosity, collaboration, openness, and a goal of constantly striving toward both a better science and a desire for constant improvement. According to Marieke van better scientific discourse. What should that discourse look Vugt of the University of Groningen, the Netherlands, scientific like, and what’s the best way to get there? The views here offer discourse would ideally be “driven by openness and curiosity, some important ideas that are well worth considering. But of rather than competition. While it is good to be critical, it is course, this discussion is and should be ongoing and constantly equally important to not dismiss different ideas. There should evolving. Let’s keep challenging ourselves to assess and improve be a willingness to take dissenting voices seriously, instead of our scientific discourse and to bring an ever-broader range of dismissing them. In addition, while methodological critiques psychological scientists to the table as we do so. 

Association for Psychological Science January 2017 — Vol. 30, No. 1 20

FIVE Myths About the Role of Culture in Psychological Research By Qi Wang

January 2017 — Vol. 30, No. 1 Association for Psychological Science 21

few months ago, I met with a new colleague of mine Americans usually do. who does brilliant research on perception. Hearing In a study I conducted A about my interest in culture, she admitted that she with APS Fellow Michael never looked at culture or gender in her research because she A. Ross, University of studies basic perceptual processes that are not supposed to differ Waterloo, Canada, we across human groups. I told her about the many exciting findings asked European Ameri- on perception in cross-cultural research, and that we found cul- can and Asian college tural differences in the very perceptual phenomenon she studies. students to describe them- She was stunned and intrigued, and we had a wonderful and selves as either unique exciting conversation. A few days later, I received an email individuals (i.e., auton- from her: She was submitting an amendment to our institu- omous-self prime) or as tional review board to collect information about participants’ members of social groups ethnicity and gender in her studies. Two months later, I heard (i.e., relational-self prime). from her again: She asked me if I’d be interested in collaborating We then asked them to Wang on a project to examine the influence of culture on perception recall their earliest child- and memory. We subsequently submitted a grant application hood memories. In both cultural groups, those whose autonomous together. self-goals were activated prior to the recall reported more self- My colleague is one of many researchers who are curious focused memories, whereas those whose relational self-goals were about culture and who face an increasingly diverse world around made salient recalled more socially oriented memories. them, meaning they can expect to work with increasingly diverse As this line of work illustrates, cultural psychological science participant pools. For those researchers, the important question is about not just what differences exist between cultures, but, more is how to incorporate culture into their research so that they importantly, why and how those differences exist. are not continuing to ignore the cultural backgrounds of their participants. Assumption 2. Cultural Psychology Twenty years of cultural research that my colleagues and I Disregards Group Similarities have done on the development of social cognition, including For people with this assumption, a cross-cultural psychological study autobiographical memory, future thinking, the self, and emotion that finds no cultural differences is considered a failure. But group knowledge, illustrate how cultural psychological science can pro- similarities often tell us that a psychological construct or process may vide unique insights into psychological processes and further equip be closely tied to biological constraints or shared cultural experiences. researchers with additional tools to understand human behavior. Our research on the development of future thinking is an There are five assumptions that often distract or discourage example. Children’s ability to travel mentally in time to anticipate researchers from integrating cultural factors into their work, and future happenings develops rapidly over the preschool years and I aim here to deconstruct them. beyond, although children still rely on general knowledge to think about the future. There are also cultural influences: European Assumption 1. Cultural Psychological American family practices encourage children to dwell on and Science Focuses Only on Finding Group articulate details of their personal experiences and plans, which Differences directly facilitates their ability to represent event-specific details. This understanding of what cultural psychological science can In contrast, Chinese parents, when discussing personal experi- do is far from being complete. In our research, my colleagues ences with their young children, tend not to focus on individual and I have learned how culturally prioritized self-goals guide details of the event but rather to emphasize general rules and autobiographical memory. Autonomous self-goals, prioritized expectations. In line with the differing practices, we have observed in Western, particularly European American, cultures, motivate that European American children often produce more specific individuals to focus on and remember idiosyncratic details and details than do Chinese children when recalling past experiences. subjective experiences that accentuate the individual. In contrast, Given the intimate connection between remembering the past relational self-goals like those prioritized in East Asian cultures and imagining the future, this cultural difference should be motivate individuals to attend to and remember information paralleled in children’s representations of future events. about collective activities and significant others. My colleagues and I asked 7- to 10-year-old children and college By experimentally manipulating self-goals of autonomy and students from European American and Chinese cultural back- relatedness, we are able to make European Americans recall grounds to imagine and describe future personal events that would socially oriented memories as East Asians usually do, and occur at a particular time and place. We then coded the protocols us- make East Asians recall self-focused memories as European ing a standard scoring procedure that distinguishes between specific details (e.g., actions, people, and locations) and general references Qi Wang is a professor in the Department of Human Development (e.g., facts and metacognition). We found that children of the two at Cornell University. She can be reached via apsobserver@ cultures relied similarly on general references relative to specific psychologicalscience.org. Wang is a co-chair of the 2017 ICPS details in their event representations, yet they did so to a greater Program Committee. extent than did adults. However, European American children and  Association for Psychological Science January 2017 — Vol. 30, No. 1 22

adults generated more specific details than did Chinese children recalled memories with more specific details both concurrently and adults in their representations of future events. These cultural and longitudinally, regardless of culture. Furthermore, emotion similarities and differences together suggest that the development of knowledge functioned as a potent mediator that accounted for future thinking reflects the interaction between cognitive neurologi- cultural differences in memory recall. cal growth and sociocultural influences, a process contributing to Thus, by following up on our initial group-level analysis, both universality and cultural diversity. we were able to identify an individual-level mechanism re- Making informed hypotheses about cultural similarities sponsible for early memory development. Had we neglected will help researchers make decisions about research design, the parallel cultural differences in emotion knowledge and sample selection, and statistical strategies for effective testing for autobiographical memory in the first place, we might not have equivalence and subsequently help them obtain interpretable considered emotion knowledge to be a candidate mechanism findings. Cultural similarities may suggest universality in the for autobiographical memory and might not have made the underlying biological cognitive mechanisms on the one hand, and subsequent investigation. shared human conditions and life circumstances on the other. Situational factors also can influence the impact of culture within an individual. For instance, when Asian American college Assumption 3. Cultural Psychology students thought of themselves as being American, they recalled Concerns Only Group-Level Analysis more self-focused memories, whereas when they thought of Yes, research in cultural psychology often involves comparing themselves as being Asian, they recalled more socially oriented groups or cultures, but it by no means downplays the impor- memories. Similarly, when bilingual Hong Kong Chinese chil- tance of individual differences. On the contrary, examining dren spoke in Chinese, they endorsed more strongly interdepen- individual differences is not only important but often necessary dent values, exhibited greater relational self-goals, and recalled to uncover the factors that account for the observed cultural more socially oriented memories than they did when speaking differences. Our research on emotion knowledge and the devel- in English. These within-group and within-individual processes opment of autobiographical memory can serve as an example. highlight psychological functioning as a joint product of the One important component of emotional cognition individual and the cultural agenda of the community. concerns the semantic knowledge of emotionally salient events or situations, including happy events such as holidays Assumption 4. Cultural Psychology Is and birthday parties and sad occurrences such as the loss of Irrelevant to Basic Psychological Processes a loved one. This component is often referred to as emotion Many “basic” psychological processes and constructs for which situation knowledge or emotion knowledge. Our research culture is typically assumed to be irrelevant, such as neuronal suggests that the great emphasis on raising “emotionally functioning, sensation, visual illusions, face processing, and intelligent” children in European American culture directly color perception, have been shown to be sensitive to cultural facilitates children’s developing emotion knowledge. Chinese influences. Even simple taste preferences are subject to local culture, in contrast, places far greater emphasis on external community practices rather than being part of human genetic behavior than on inner psychological states. Consequently, composition as commonly assumed. Whereas Indian medical when asked to judge the emotional nature of story situations students show the same pattern of preferences as Westerners or to describe situations likely to provoke various emotions, do, favoring sweetness and finding concentrated sourness and European American preschoolers outperform their Chinese bitterness to be unpleasant, Indian laborers from the Karnataka peers regardless of age, and they make more rapid progress in region have high preferences for sour and bitter tastes. emotion knowledge over time. One of the most important findings in perceptual Paralleling this cultural difference in emotion knowledge, psychology, as relevant to autobiographical memory, is the our studies have consistently shown that when asked to recount phenomenon of event segmentation, an automatic perceptual autobiographical events (e.g., one thing the child did recently that process that separates “what is happening now” from “what just was special and fun), European American preschoolers often happened.” APS Fellow Jeffrey M. Zacks, cognitive psychologist recall more specific episodes (e.g., “getting a new toy”) as well Khena M. Swallow, and colleagues have conducted extensive as more specific details from those episodes. Chinese children, research on this phenomenon. Data from their behavioral and on the other hand, tend to report more general routine events neuroimaging studies have shown that when presented with a (e.g., “playing with a toy every day”) and fewer event-specific continuous stream of information, people spontaneously segment details. Thus, there appears to be a connection between emotion the information into discrete meaningful events. These event knowledge and autobiographical memory at the group level. segments subsequently form the units of encoding and deter- In a longitudinal study, my colleagues and I confirmed mine what people remember. Event segmentation is therefore a that, at the group level, European American children showed naturally occurring human perceptual mechanism that makes overall greater understanding of emotion situations and also memory for everyday events possible, and has been generally as- recalled more detailed autobiographical memories than did sumed (albeit implicitly) to be insusceptible to cultural influences. mainland Chinese and Chinese American children across Yet findings from cultural psychology have suggested the preschool years. More importantly, at the individual level, otherwise. APS William James Fellow Richard E. Nisbett and children who exhibited greater emotion knowledge early on colleagues have shown that Asians often engage in holistic

January 2017 — Vol. 30, No. 1 Association for Psychological Science 23 perceptual processing, attending to relationships and similarities We demonstrated this in two longitudinal studies of among diverse objects and events, whereas Westerners tend to European American and Chinese immigrant children engage in analytic perceptual processing, focusing on salient in the United States. In one study, we assessed children’s features of individual objects and events. These distinctive emotion knowledge at 3.5 years of age, using a task to elicit their perceptual styles reflect cultural differences in the basic allocation understanding of situational antecedents of discrete emotions. of attention during stimulus processing. They are further sup- Children’s mothers reported on the children’s internalizing ported by the characteristics (e.g., complexity, ambiguity) of the problems (including anxiety, depression, and somatization) physical environments in respective cultures and are sustained using the Behavior Assessment System for Children when their by neural mechanisms. Conceivably, the holistic processing of children were 7 years of age. After taking into account all group information in Asians may lead them to view different objects and individual variables (e.g., gender, verbal skills), we found that and events as interrelated. As a result, they may perceive fewer European American children who possessed advanced emotion discrete episodes in a continuous flux of information and thus knowledge at the preschool age tend to have fewer internalizing segment the information into a smaller number of meaningful problems 3 years later. However, advanced emotion knowledge units. In comparison, European Americans, attending to salient at preschool age was associated with increased internalizing properties of individual objects and events, may analytically problems later for Chinese immigrant children. segment the information into a greater number of units. This suggests that emotional intelligence is construed differ- This is indeed what we found. In one study, Asian and ently and therefore serves varied functions in different cultures. European American college students were presented with a Cultural psychology research plays a critical role in not only the narrative text and were asked to segment the text into discrete confirmation but also — equally if not more importantly — the events by indicating wherever, in their judgment, one mean- modification and enrichment of existing theories. ingful event ended and another event began. As expected, In an even more exciting situation, cultural psychol- Asians parsed the text into a smaller number of units than did ogy allows us to uncover mechanisms that are unique to European Americans. Furthermore, the cultural difference non-Western populations — mechanisms that would be difficult, in event segmentation had direct consequences for memory, if not impossible, to detect in research with WEIRD samples. For whereby at an immediate memory test following the reading, example, studies involving middle-class Western families reveal Asians recalled fewer event episodes from the text than did that children’s references to mental states, through discussions European Americans. These findings are significant because with parents and their own independent narratives, demonstrate they suggest that event segmentation is not a mere product of an advanced theory of mind. Yet we have observed in our own neural reactions to the perceptual environment but is shaped research samples that Chinese and Chinese American parents by cultural experiences deeply embedded in the environment. and children do not frequently talk about mental states and instead talk more about other people’s behaviors, actions, and Assumption 5. Cultural Psychological roles. Given the importance of significant others and social Research Only Confirms the Generalizability relations in defining personhood in Chinese culture, would such of Theories talk about others — not necessarily regarding their mental states One of the major contributions of cultural psychological science but simply referring to them — constitute a unique pathway for is to allow researchers to test their theories and hypotheses Chinese children’s development of theory of mind? If so, this outside of their usual pool of participants — namely, those from practice would seem to be an adaptive strategy that facilitates WEIRD (Western, Educated, Industrialized, Rich, Democratic) children’s sociocognitive skills on the one hand and conforms societies. Needless to say, a participant pool that represents 16% to cultural expectations for reticence about subjective states of the world’s population and yet constitutes 96% of the samples on the other. in psychological research can hardly yield data and theories I was part of a research team that set out to test this hypoth- about human behavior without further verification. Thus, when esis. In one experiment, we used a training paradigm directly to developing and testing theories, researchers should consider examine whether attending to others facilitates the development including multiple cultural groups in their studies to examine of theory of mind in Chinese children. Across four sessions the expected mechanism within each group and independent within a 2-week period, researchers read preschool children a of culture. Yet there is more to it. story and then asked them questions about it. Children in the Developmental research has consistently shown that middle- experimental group were asked questions that directed their class Western children with higher levels of emotion knowledge are attention to the characters and their actions. Children in the more socially competent and exhibit lower levels of internalizing control group were asked about the physical features of the problems. For people from interdependently oriented societies, story, such as the setting and the colors of the objects in that however, norms, roles, and obligations are often more important setting. Children’s theory of mind was tested before and after the determinants of behavior than one’s psychological states and emo- sessions with a battery of false-belief and deception tasks. We tions. In fact, advanced emotion knowledge in this cultural context found that after merely 2 weeks’ training, children in the experi- may suggest an excessive focus on inner psychological states, which mental group performed substantially better in the posttest than makes one at odds with cultural norms and expectations and may in the pretest, whereas children in the control group showed no further result in social adjustment problems. improvement in their theory-of-mind performance.  Association for Psychological Science January 2017 — Vol. 30, No. 1 24

Training Chinese children to attend to story characters’ convenience to question what truly matters, and to embrace the roles and behaviors thus facilitated the children’s theory of complexity of human experiences with open minds and open hearts. mind. This training procedure closely resembles the children’s Yet simply acknowledging the importance of culture and everyday experience in a cultural context that emphasizes cultural psychology is not enough; neither is it enough to simply attending to others while devaluing explicit talk about inner acknowledge the limitations of one’s findings due to a focus on thoughts and desires. WEIRD samples. In our increasingly multicultural world, it is Had we mindlessly committed ourselves to the common wis- a pressing, necessary, and pragmatic task for us all actively to dom that talking about the mind facilitates the understanding of incorporate cultural psychology into our research programs. mind; had we not wondered how Chinese children develop theory When we set aside any presumptions, we can better see of mind given their limited exposure to explicit discussion about that a cultural psychological perspective helps us recognize, internal states; had we not considered the cultural conditions reduce, and eliminate biases, uncover new mechanisms and that shape the form, content, and function of communication; develop new theories, and understand human cognition and had we not worked with Chinese children and families in and behavior as a constructive process that takes place in the first place, we would not have found that talking about others the interaction between a person and her or his environ- constitutes a mechanism for the development of theory of mind. ment. And when we set aside any presumptions, we can strategically evaluate and plan the integration of cultural Integrating Cultural Psychology in factors into our research programs. We all should and can Research be cultural scientists.  In many ways, cultural psychology functions as a mirror that compels psychologists to reflect on their work and critically For a full list of references, please see www.psychologicalscience. evaluate their theories and findings, to go beyond the surface and org/r/culture.

How to Be a Cultural Psychological Scientist

Keep an open mind. No matter whether you are studying Do not settle. Do not stop at just finding differences basic neural–cognitive processes or complex social behaviors, between cultural groups. If you suspect that certain cul- stay open to the idea that these processes and behaviors may tural variables may play a role, find or develop appropriate be subject to cultural influences. measures for these variables and include them in the research design. Do your homework. Familiarize yourselves with existing cultural theories and empirical data relevant to the psycho- Consider Nature x Nurture interaction. Re- logical process or construct you are exploring. flect on cultural differences and similarities in earlier observations. Examine the interaction between culturally Embrace your multicultural samples. Multicultural, variant and invariant factors in shaping human cognition multiethnic samples have become increasingly common in and behavior. your typical Psych 101 participant pools. Welcome them with open arms. Encourage and actively recruit participants from Be a cultural methodologist. Take advantage of the non-Western cultures in your research and ensure sufficient unique methodological tools of cultural psychology sample sizes. (e.g., situation sampling, cultural priming). Examine the psychological construct of your interest at both group and Take culture into account. Systematically collect partici- individual levels and understand the dynamic relations pants’ demographic information, including their cultural and across different levels of analysis. ethnic background, gender, socioeconomic status, religion, geographical region, and other information pertinent to your Study culture within the person. Understand research questions. culture as not only shared norms, values, and practices within a group, but also as internalized norms, values, Appreciate “incidental” findings. Remain sensitive and and practices within an individual. Measure individuals’ attuned to group variations that may unexpectedly emerge cultural attitudes and identification and test the effects on in multicultural samples. Do not discard them but stay intel- psychological processes and functions. lectually curious. Follow up on the earlier observations with high-powered studies. Build theories. Test your theories in diverse cultural groups. Continue your pursuit even when the generalizabil- Conduct hypothesis-based research. Develop ity is not confirmed so as to enrich your research programs hypothesis-based research to systematically investigate, and guide them in new directions. confirm, and further explain the observed group variations. -Q. Wang

January 2017 — Vol. 30, No. 1 Association for Psychological Science 25 Videos Share the Psychological Study of Language By Conor T. McLennan and Sara Incera

ith support from the APS Fund for Teaching and Public Understand- W ing of Psychological Science, we developed the Psychology of Language Video Series, which is freely accessible through the Cleveland State University (CSU) Department of Psychology YouTube channel. The goal of this project was to make our science widely accessible by using a series of engaging videos featuring guest presentations from experts across the field. Two major advantages of the format are that the videos are easily viewed across various electronic devices and are easily shared by posting links to the series on websites and on various social media outlets. The accessibility of the videos in this series creates an opportunity to share important psychological science — in this case related to the psychology of language — with the public. We encourage instructors to consider incorporating the series Cognitive and experimental psychological scientists Conor T. McLennan and into their courses. For example, an instructor can Sara Incera of Cleveland State University collaborate on The Psychology of Language Video Series, which features educational presentations from many show a video in class (or assign it for viewing at prominent researchers. home) and follow up by assigning journal articles or book chapters by the speaker or on that topic. The “It is always exciting to talk to people about what my main passion videos also can serve as a bridge between introductory material has been in science, in research, and in my intellectual life, which in a textbook and more complicated material in peer-reviewed of course is the study of language.” journal articles, allowing students to connect with the material in new and complex ways. The video series can be used as a In allowing researchers to talk about their findings and per- teaching resource in many psychological science courses (e.g., sonal experiences, our series goes behind the scenes and captures Introduction to Psychology, Psychology of Language, Cognitive real-life research. This is an excerpt from APS Fellow David B. Psychology) and in related disciplines (e.g., linguistics, philoso- Pisoni’s video: phy). Indeed, one of the many benefits of producing such a video series includes the opportunity to stimulate new collaborations, “I have been going up to the school of medicine in Indianapolis each including new interdisciplinary research programs. week for the last 24 years. I drive from my home in Bloomington There are many benefits of these videos. Information is deliv- the distance of 60 miles each way. I go up every Wednesday to ered in an engaging and personal way in order to effectively cap- study a very unique clinical population: profoundly deaf children.” ture attention. In her video, APS Fellow Fernanda Ferreira says, Anyone can read about the psychology of language, but with Conor T. McLennan is an Associate Professor and Director of this video series we offer students — and the general public — the the Language Research Laboratory at Cleveland State University. His research focuses on understanding how listeners represent and opportunity to hear the researchers’ perspective, as opposed to process language, the role of bilingualism on cognitive processing, simply reading the “final” and neat product presented in text- and how cognitive research can be applied to address practical books and (perhaps to a lesser extent) journal articles. problems. He can be reached at [email protected]. There were many productive researchers — and many Sara Incera is a postdoctoral scholar at Cleveland State University. interesting and important research topics — that we wanted Her research focuses on bilingualism, second-language acquisition, and foreign accents. She is invested in making psychological science to include in the series, but we could only select a few. (The 10 accessible to everyone. She can be reached at [email protected]. speakers in the series, in addition to Ferreira and Pisoni, are APS  Association for Psychological Science January 2017 — Vol. 30, No. 1 26

President Susan Goldin-Meadow, APS Fellows Ellen Bialystok us their short videos so we can continue to update the series and David Matsumoto, and Timothy B. Jay, Victor S. Ferreira, with the latest research in the field. We request that videos be Michael S. Vitevitch, Jennifer Pardo, and Phillip Hamrick.) under 15 minutes, free of jargon, and easy to understand. In Once a speaker agreed to participate in the video series, we order to encourage participation, we have a small reward for scheduled a video conferencing call. Because many guest present- the first three researchers (including graduate students) who ers lived in locations that would make visiting Cleveland cost take the time and effort to create a video about the psychology prohibitive — and would require a much greater time commit- of language and email it to us ([email protected]). We ment — the Center for Instructional Technology and Distance hope you enjoy the series, and we look forward to receiving Learning at CSU streamed the presentations to CSU attendees. your video in the near future. The Center also recorded the talks as they were streaming. To view the video series, please visit https://www.csuohio. Finally, we edited the videos, which proved to be a fun — albeit edu/sciences/language-research-lab/psychology-language- time consuming — part of the project. During this process, we video-series. selected the best sections for each speaker and included some Acknowledgements: This project was a team ef- slides (e.g., definitions, titles, questions) to make it easier for the fort. We appreciate the work that Elizabeth Antol, Mark viewer to digest the information. Hackett, Christopher Rennison (at CSU) and the technical We hope these 10 talks serve as the starting point for teams (at the speakers’ institutions) put into ensuring the what will become the place researchers, instructors, students, project was a success. We also thank all of our speakers, without and the general public use as a reference point to access free, whom we could not have produced such an engaging series. brief, and interesting videos on the psychology of language. Finally, we greatly appreciate the APS Fund for Teaching and Researchers, including graduate students, who have published Public Understanding of Psychological Science for funding work related to the psychology of language are invited to email the project. 

REACH THE WORLD OF PSYCHOLOGICAL SCIENCE FOR MORE INFORMATION: MICHELLE DAVIS 202-293-9300 EXT. 125 |[email protected] WWW.PSYCHOLOGICALSCIENCE.ORG/JOBS

ASSOCIATION FOR PSYCHOLOGICAL SCIENCE

January 2017 — Vol. 30, No. 1 Association for Psychological Science 27 Teaching Current Directions in Psychological Science

Edited by C. Nathan DeWall and David G. Myers

Aimed at integrating cutting-edge psychological science into the classroom, Teaching Current Directions in Psychological Science offers advice and how-to guidance about teaching a particular area of research or topic in psychological science that has been the focus of an article in the APS journal Current Directions in Psychological Science. Current Directions is a peer-reviewed bimonthly journal featuring reviews by leading experts covering all of scientific psychology and its applications and allowing readers to stay apprised of important developments across subfields beyond their areas of expertise. Its articles are written to be accessible to nonexperts, making them ideally suited for use in the classroom. Visit the column online for supplementary components, including classroom activities and demonstrations: www.psychologicalscience.org/teaching-current-directions. Visit David G. Myers at his blog “Talk Psych” (www.talkpsych.com). Similar to the APS Observer column, the mission of his blog is to provide weekly updates on psychological science. Myers and DeWall also coauthor a suite of introductory psychology textbooks, including Psychology (11th Ed.), Exploring Psychology (10th Ed.), and Psychology in Everyday Life (4th Ed.).

When Anxiety Doesn’t Add Up: Understanding and Preventing Math Anxiety By C. Nathan DeWall

Foley, A., Herts, J., Borgonovi, F., Guerriero, S., Levine, (Beilock & Maloney, 2015). The more startling finding is S., & Beilock, S. (in press). The math anxiety- that math anxiety often gets transmitted from one’s parents, performance link: A global phenomenon. Current teachers, and culture. Students often are taught to ques- Directions in Psychological Science. tion their math ability and whether they can meet their nakes, spiders, and mathematics may seem worlds culture’s expectations about how well they should perform. apart, yet they all can invoke apprehension and fear. The result is a growing population of students who associate SThe world does not need more snake handlers or spi- math with anxiety. Approximately 1 in 4 university students der trappers. But we do need more people who can perform report math anxiety (Beilock & Willingham, 2014). That rate basic and advanced math. What stands between the supply of jumps to 80% among community college students. But there math-competent people and the global demand for their services? is good news: Just as people can learn to fear math, people The answer, according to Alana Foley, Julianne Herts, also can extinguish their math anxiety. They can perceive Francesca Borgonovi, Sonia Guerriero, and APS Fellows their physiological arousal as something that can benefit their Susan C. Levine and Sian Beilock (2016), is math anxiety. performance (Jamieson, Mendes, Blackstock, & Schmader, Math anxiety refers to people’s apprehension and fear 2010). They can write about their thoughts and feelings before when they anticipate or perform math tasks (Richardson doing a math test (Park, Ramirez, & Beilock, 2014). And, & Suinn, 1972). It’s no surprise that math anxiety predicts especially when they’re young, they can prioritize having poor math performance, greater activation in brain regions positive interactions with their parents that relate to math related to fear, and avoidance of math-related professions (Berkowitz et al., 2015). All of these options are effective ways C. Nathan DeWall is a professor of psychology to reduce math anxiety and improve math performance. at the University of Kentucky. His research To bring this cutting-edge science to the classroom, in- interests include social acceptance and rejection, structors can have students complete two activities. The first self-control, and aggression. DeWall can be activity teaches students about the causes and consequences contacted at [email protected]. of math anxiety; the second activity shows students how to reduce math anxiety. The activities should take approximately 5 and 7 minutes respectively. 

Association for Psychological Science January 2017 — Vol. 30, No. 1 28

Activity No. 1: Where does math anxiety Finally, show all students the following PowerPoint slide: come from, and why does it matter? Math Activity It helps to understand from where math anxiety might originate. This math activity will test your ability to perform mental Ask students to think of a time in their lives when they experi- calculations quickly. Your job is to start at the number 913 and enced fear and apprehension related to math. The situation could subtract the number 6 repeatedly. You have 3 minutes to complete involve something as trivial as making sure they had the correct as many calculations as possible. change for a gas-station purchase or as crucial as completing the Ready? Go! quantitative portion of the SAT. If students haven’t experienced Once students complete the exercise, ask them how much math anxiety, ask them to write about a time when a close friend the activity caused them to experience fear and apprehension or relative did. about math (1 = not at all to 7 = extremely). How much did the Next, have students form pairs and discuss their responses preactivity prompt influence their math anxiety? How many to the following questions: math calculations did they complete during the 3-minute • To what extent do your parents experience math anxiety? math activity? Instructors can discuss how the instructions How much time did your parents spend with you as you included in the Rethinking Arousal Condition have improved learned math? performance on tests that normally induce anxiety (Jamieson • When you learned basic and advanced math, did your et al., 2010; Park et al., 2014). teachers show signs of math anxiety? If so, how much? Math anxiety hinders otherwise competent people from • Have you felt social pressure to perform well or poorly on pursuing careers that involve both basic and advanced math. math tests? How have these pressures to succeed or to avoid Although math anxiety resides within an individual, it often embarrassment by performing well made you feel? is transmitted through one’s parents, teachers, and culture. • Do you feel that stereotypes about members of your group We can stem the tide of math anxiety by encouraging people (e.g., gender, race, ethnicity, country of origin) have affected to express their thoughts and emotions about math, to per- your math anxiety? ceive math as a challenge to master rather than a threat to Instructors then can discuss how students’ responses to overcome, and to believe that they have what it takes to these questions may help explain their math anxiety. Having master most mathematical activities they will encounter in math-anxious parents or teachers increases one’s likelihood of their everyday lives. experiencing math anxiety. Ditto for members of cultural, ethnic, or racial groups who feel that others expect them to excel or The article “The Math Anxiety-Performance Link: A Global Phe- fail at mathematics. Thus, students can see how they may have nomenon” will be available in the February 2017 issue of Current learned to experience math anxiety — and how they can learn Directions in Psychological Science. to combat that anxiety. Activity No. 2: Math is your friend Knowing the causes and consequences of math anxiety is not enough. How can you reduce math anxiety? Make it a friendly challenge rather than a menacing threat. Framing tasks as challenges versus threats improves healthy physiological responses and performance (Blascovich & Mendes, 2010). Instructors first need to divide their class randomly into two groups. Next, ask one group of students to read the following prompt on a PowerPoint slide: Rethinking Arousal Condition In this activity, you’re going to complete a math exercise. Math can cause people to feel anxiety. Your heart might race, your palms might sweat, and your breathing might speed up. This sort of arousal can help you. Much research shows a relationship between physiological arousal and better performance. Spend the next 2 minutes writing about any thoughts and feelings you have as you prepare for the math activity. Ask the other group of students to read the following prompt www.psychologicalscience.org/motr on a PowerPoint slide: Sit Quietly Condition In this activity, you’re going to complete a math exercise. Please sit quietly for a couple of minutes as you prepare for the math activity.

January 2017 — Vol. 30, No. 1 Association for Psychological Science 29 Should You Trust Your Unconscious When Judging Lying? Probably Not! By Gil Einstein and Cindi May

Street, C. N. H., & Vadillo, M. A. (2016). Can the to detect lying (ten Brinke, Stimson, & Carney, 2014). If so, as unconscious boost lie-detection? Current Directions Volker H. Franz and Ulrike von Luxburg (2015) note, perhaps in Psychological Science, 25, 246–250. we should start instructing jurors to forego conscious and careful How good are we at detecting a lie? The department store sales- discussions and instead rely on sheer intuition. person tells you that your outfit looks stunning. An applicant In their well-balanced Current Directions in Psycho- presents a background that fits perfectly with the advertised logical Science article, Chris N. H. Street and Miguel A. Va- criteria. A friend tells you that she would love to go on a date if dillo conclude that the current evidence for potent unconscious she did not have a prior engagement. A defendant swears that lie-detection processes is not convincing. They argue that exist- he wasn’t anywhere near the scene of the crime. ing research (1) fails to eliminate the influences of conscious Are these people lying? Research suggests that we are not processes, (2) includes mixed findings and failures to replicate particularly good lie detectors: After watching video tapes of key results (Moi & Shanks, 2015), and (3) sometimes uses ques- people who are lying or telling the truth, participants are barely tionable comparison conditions (see the arguments of Franz & above chance (less than 55%) at identifying the liars (Bond & von Luxburg, 2015). DePaulo, 2008) — at least when making this decision consciously. Much of the support for the power of the unconscious comes There has been great interest in recent years in the power of from comparing lie-detection accuracy using direct and indirect unconscious processing. Although this topic is highly contro- methods. In the direct method, participants are shown videos versial (see Newell, 2015; Nieuwenstein et al., 2015), many have and told that the speakers may be lying and then asked to make suggested that the unconscious can perform complex cognitive a conscious judgment. In the indirect method, participants are processing — handling large amounts of information without not told that the speaker may be lying but instead are asked to effort — and can make better decisions than the more limited judge a characteristic of the speaker, such as whether he/she is conscious mind. For example, a number of studies suggest that “tense” or “thinking hard.” The researcher then codes the “think- whether you are selecting art to hang on a wall or making a ing hard” or “tense” responses as “lying” judgments (and “not sports bet, people who go with their gut rather than executing thinking hard” and “not tense” responses as “truth” judgments). careful analysis are more satisfied with their choices. Indeed, a Early research found that indirect judgments were more accurate theme in Malcolm Gladwell’s (2007) popular book titled Blink: than conscious direct judgments (DePaulo & Morris, 2004). The The Power of Thinking Without Thinking is that quick, snap assumption is that when we are distracted by an orienting activity, judgments are often more accurate than slow, deliberate, and a more skilled unconscious system takes over. methodical reasoning. To sensitize students to the indirect method and some of its Consistent with this thinking, many researchers argue that limitations, you could present them with several videos from the our unconscious, gut feelings are more adept than our conscious Bloomsbury Deception Set (you can request these videos from processes at lie detection. One explanation is that our conscious Street’s laboratory website at https://conflictlab.org/stimuli). decision processes are subject to biases (such as a truth bias and This set of videos contains 18 speakers who were each taped a desire to trust others) and that our unconscious processes, describing two stories about a holiday vacation — telling the unencumbered by these predispositions, are better equipped truth in one and lying in another. You could first test the indirect method by presenting several videos and asking students to judge Cindi May is a professor of psychology at the whether the speaker is “thinking hard” or “not thinking hard.” College of Charleston. Her research explores ways You could then try the direct method by presenting several other to enhance memory and cognitive functioning videos and asking students to assess whether the speaker is telling for older adults and individuals with intellectual the truth or lying. After converting the indirect judgments to disabilities. She can be contacted at mayc@cofc. edu. lie/truth scores, you can assess whether students were more accurate with the indirect method. Regardless of the outcome, this demonstration can serve as Gil Einstein is the William R. Kenan, Jr., a basis for discussing whether the indirect method necessarily Professor of Psychology at Furman University. assesses unconscious lie-detection processes. Street and Vadillo His research examines processes involved in prospective memory retrieval and how these are (2016) reasonably propose that it does not. First, they argue affected by aging. In 2014, he received the APS that indirect method studies often rely on judgments — such Mentor Award. Einstein can be contacted at gil. as whether or not the speaker is “thinking hard” — that are [email protected]. diagnostic of lying and that those studies tend to find high  Association for Psychological Science January 2017 — Vol. 30, No. 1 30

lie-detection scores. Interestingly, a recent meta-analysis found (Eds.), The detection of deception in forensic contexts (pp. that the indirect method often leads to lower lie-detection scores 15–40). New York, NY: Cambridge University Press. than the direct method (about 80% of the time; Bond, Levine, & doi:10.1017/CBO9780511490071.002 Hartwig, 2014), and this likely happens when the to-be-judged Franz, V. H., & von Luxburg, U. (2015). No evidence for unconscious lie detection: A significant difference does characteristics are not reliably diagnostic of lying. Thus, the not imply accurate classification. Psychological Science, 26, impressive results from the indirect method, when they occur, 1646–1648. doi:10.1177/0956797615597333 appear to be the product of focusing conscious attention on Gladwell, M. (2005). Blink: The Power of Thinking Without diagnostic characteristics of speakers (Street & Richardson, Thinking. New York, NY: Little, Brown and Co. 2015) rather than relying on unconscious processes. Second, Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, the researchers point out that the judgment that is used in a T. (2010). Turning the knots in your stomach into bows: particular study is selected by the experimenter and not by an Reappraising arousal improves performance on the GRE. all-knowing unconscious. Journal of Experimental Social Psychology, 46, 208–212. As a general point, Street and Vadillo (2016) remind us of Moi, W. Y., & Shanks, D. R. (2015). Can lies be detected the law of parsimony, and that it is probably unwise to invoke unconsciously? Frontiers in Psychology, 6, 1221. mysterious unconscious processes when a simpler explanation Newell, B. R. (2015). “Wait! Just let me not think about that for (conscious processing) exists.  a minute”: What role do implicit processes play in higher- level cognition? Current Directions in Psychological Science, References 24, 65–70. doi:10.1177/0963721414551958 Beilock, S. L., & Maloney, E. A. (2015). Math anxiety: A factor in Nieuwenstein, M. R., Wierenga, T., Morey, R. D., Wicherts, J. math achievement not to be ignored. Policy Insights from the M., Blom, T. N., Wagenmakers, E.-J., & van Rijn, H. (2015). Behavioral and Brain Sciences, 2, 4–12. On making the right choice: A meta-analysis and large-scale Beilock, S. L., & Willingham, D. T. (2014). Math anxiety: Can replication attempt of the unconscious thought advantage. teachers help students reduce it? Ask the cognitive scientist. Judgment and Decision Making, 10, 1–17. American Educator. Retrieved from https://hpl.uchicago. Park, D., Ramirez, G., & Beilock, S. L. (2014). The role of edu/sites/hpl.uchicago.edu/files/uploads/American%20 expressive writing in math anxiety. Journal of Experimental Educator,%202014.pdf Psychology: Applied, 20, 103–111. Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math Anxiety Rating Scale: Psychometric data. Journal of at home adds up to achievement in school. Science, 350, Counseling Psychology, 19, 551–554. 196–198. Street, C. N. H., & Richardson, D. C. (2015). The focal account: Blascovich, J., & Mendes, W. B. (2010). Social psychophysiology Indirect lie detection need not access unconscious, implicit and embodiment. In S. T. Fiske, D. T. Gilbert, & G. Lindzey knowledge. Journal of Experimental Psychology: Applied, 21, (Eds.), The handbook of social psychology (5th ed., pp. 342–355. doi:10.1037/xap0000058 194–227). New York, NY: Wiley. Street, C. N. H., & Vadillo, M. A. (2016). Can the Bond, C. F., & DePaulo, B. M. (2008). Individual differences unconscious boost lie-detection accuracy? Current in judging deception: Accuracy and bias. Psychological Directions in Psychological Science, 25, 246–250. Bulletin, 134, 477–492. doi:10.1037/0033-2909.134.4.477 doi:10.1177/0963721416656348. DePaulo, B. M., & Morris, W. L. (2004). Discerning lies from ten Brinke, L., Stimson, D., & Carney, D. R. (2014). Some truths: Behavioural cues to deception and the indirect evidence for unconscious lie detection. Psychological pathway of intuition. In P. Granhag & L. Strömwall Science, 25, 1098–1105. doi:10.1177/0956797614524421

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EARLY PRICE REGISTRATION DEADLINE 15 FEBRUARY www.icps2017.org

January 2017 — Vol. 30, No. 1 Association for Psychological Science 31 STUDENT notebook Reenvisioning Graduate School By Carolyn Davies

he field of psychological science is continually students, how many hours of hands-on experience do students changing. These changes are spurred by many factors, have on average when they apply for internships? Transparency T from the development of new methodological ap- about the expectations and norms for students as they progress proaches to shifts in the sociopolitical climate. For students, this through graduate school helps students set realistic and produc- ever-morphing environment can feel exciting, as though we are tive goals. at the cutting edge of our field; yet it also can feel daunting, as Equally important is the flow of information from student if there is no end to the amount of training we need before we to program. Creating a system through which students can can jump-start our careers. The optimism that initially might provide feedback to the program serves both parties well: It have led us to pursue graduate degrees can slowly wear down empowers students to get their needs met, and it helps programs after spending so much time plugging away at research projects; prevent problems from occurring later. One helpful way to putting in many hours studying for classes that we often are told facilitate this process is to implement an annual student survey do not actually matter; and applying for scholarships, grants, to evaluate students’ career goals, satisfaction with different awards, teaching assistantships, and practicum or internship areas of the program, departmental climate, and areas that placements year after year. Furthermore, with a seemingly need improvement. Faculty then can use this feedback to make dwindling number of tenure-track academic positions available, adjustments and monitor the needs of students. In addition, feelings of pessimism can easily abound. What can programs or programs can invite students to serve on various committees. students do to get out of this rut? At my home institution, the University of California, Los The purpose of this article is to envision ways that programs Angeles, a student representative from each cohort attends and students can improve graduate training and empower other a monthly area meeting and is invited to voice concerns and students. The aim is not to propose a complete restructuring of provide feedback. graduate school, but rather to provide some realistic and flexible strategies for improving the experience. Reducing Student Debt Funding and debt are major sources of concern for many Improving Communication Between graduate students. The National Science Foundation’s Survey Programs and Students of Earned Doctorates (2012) estimated that approximately Free-flowing communication between institutions and students one third of doctoral students in the social sciences take out is at the core of a healthy relationship between the two. Com- loans to support them during their graduate studies. While municating clear expectations and feedback to students allows eliminating student debt completely requires systemic changes them to set goals, measure their progress, and make adjustments that are beyond the scope of this article, there are certainly as needed. Information often passes from institution to student ways that programs and students can start addressing this issue through formal evaluations or meetings with one’s advisor, but now. First, programs can support graduate student associations there are other avenues for improving the flow of information. and/or unions that advocate for students. Second, programs can Programs can provide data to current students about norms for admit fewer students. Though this is a controversial topic, it is students in the program: What jobs are recent alumni getting? one that deserves attention. If programs only have the ability How many publications and/or conference presentations do to fund a certain number of students, requiring others to take students generally have by the time they graduate? For clinical out loans or work while studying, this creates an imbalance among students in terms of financial stress and time available to Carolyn Davies is a sixth-year PhD student in the clinical dedicate to research. Third, programs can find creative ways to psychology program at the University of California, Los Angeles, help fund students. Perhaps there are available positions in other and is the 2016–2017 APSSC President. She studies anxiety departments that students can take or paid clinical positions for disorders and posttraumatic stress disorder, with a focus on students who need to gain clinical hours. Finally, a major step that translating findings from basic science research into methods for students themselves can take is to choose their programs wisely. improving treatment outcomes. Davies is currently completing Does the program provide funding? Will you be guaranteed a her clinical internship at the VA Central Western Massachusetts. teaching assistant position that covers tuition and provides a She can be reached at [email protected]. stipend? What percentage of students in the program obtain  Association for Psychological Science January 2017 — Vol. 30, No. 1 32 STUDENT notebook

outside funding? If you do not receive any funding, how large of Maintaining Flexibility a loan will you need to take out, and how long will it take you to Adapting to change is a crucial element of success for both pay it off? Is there another degree (Master’s vs. PhD) that would individuals and programs. The ability to be flexible is one help you reach your goals but would do so without forcing you to major advantage that we, as students, have over later career incur a large amount of debt? psychological scientists. For example, students can take advantage of graduate student resources to learn how to utilize Supporting Individualized Career Paths the most state-of-the-art quantitative methods. Additionally, Programs often are put in the difficult position of needing to since students are expected to be in the learning stage of their support students’ grand ambitions while also encouraging careers, faculty are likely more open to acting as consultants and realistic goals. For example, though many students enter PhD advisors to students than to nonstudents. However, in order to programs with ambitions of academic careers, the number of foster student flexibility, programs also must adapt to change by graduates from doctoral programs greatly exceeds the number keeping up with the changing scientific, political, and funding of tenure-track faculty positions that are available each year climate and by encouraging students to respond to change as (Schillebeeckx, Maricque, & Lewis, 2013). Furthermore, career well. One way programs can do this is by offering training in goals are likely to change over the 5+ years that a person is in areas that have large potential for future job growth. For example, graduate school. Integrating a dialogue about changes in career programs can offer more courses and training in geropsychology goals throughout graduate school and normalizing this for and health psychology, two areas predicted to have significant students will help students find the path that is right for them. growth; provide opportunities for students to work in integrated One way to facilitate this process is to integrate professional health care systems during graduate school; and help students development into the grad school curriculum. For example, connect with businesses or government organizations to solve in response to student feedback at my home institution, our real-world problems as part of courses or research projects. program invited local alumni and others working in various Finding and creating ways to improve communication, fields within psychology to participate in career panels that reduce students’ financial burdens, support diverse career paths, students could attend. Programs also can facilitate the creation and encourage flexibility will benefit both institutions and stu- of alumni networks that would allow current students to con- dents. Just as the field of psychology is constantly evolving, so tact previous graduates who have gone on to interesting and too must the institutions that foster its study.  fulfilling careers. In addition, students can help each other by fostering peer support systems such as the PhD Career Ladder References Program (http://phdladder.wixsite.com/phdladder), a student- National Science Foundation. (2012). Survey of Earned developed program designed to help students identify and Doctorates. Retrieved October 13, 2016, from https://www. prepare for their career goals. APS also has helpful resources nsf.gov/statistics/srvydoctorates/ for students looking for additional guidance outside of their Schillebeeckx, M., Maricque, B., & Lewis, C. (2013). The home programs (see http://www.psychologicalscience.org/ missing piece to changing the university culture. Nature Biotechnology, 31, 938–941. doi:10.1038/nbt.2706 members/mentorship-opportunities).

2016–2017 APS Student Caucus Executive Board

President Graduate Advocate Student Notebook Editor Carolyn Davies Marlissa Cristina Amole Elise Goubet University of California, Los Angeles University of Pittsburgh University of Kansas, Lawrence

Past President Membership and Volunteers Officer Student Research Award Coordinator Gal Slonim Meghan Pierce Brooke Slawinski University of Bamberg, Germany University of Nevada, Las Vegas Michigan State University

Communications and Marketing Officer RISE Coordinator Undergraduate Advocate Amy Rapp Amy Heard Alexis Brieant University of California, Los Angeles Loyola University, Chicago Virginia Polytechnic Institute

January 2017 — Vol. 30, No. 1 Association for Psychological Science 33 MEMBERS in the news

Dan Ariely, Duke University, The New Yorker, November 17, 2016: Lynn Hasher, University of Toronto, Canada, The Wall Street Journal, America’s Surprising Views on Income Inequality. November 28, 2016: The Benefits of Being Distracted.

Lisa Feldman Barrett, Northeastern University, The New York Madeline Heilman, New York University, NPR, October 18, Times, November 12, 2016: The Varieties of Anger. 2016: Too Sweet, or Too Shrill? The Double Bind for Women.

Ellen Bialystok, York University, Canada, NPR, November 29, 2016: Hal E. Hershfield, University of California, Los Angeles, The Wall 6 Potential Brain Benefits of Bilingual Education. Street Journal, November 4, 2016: How Virtual Reality Can Boost Retirement Savings. George Bonanno, Columbia University, Rolling Stone, October 6, 2016: Why We’re Living in the Age of Fear. Ursula Hess, Humboldt University, Berlin, Nature, November 3, 2016: Psychologists Argue About Whether Smiling Makes Cartoons Alexander Burgoyne, Michigan State University, The Wall Funnier. Street Journal, November 17, 2016: Does Chess Make You Smarter? Kathy Hirsh-Pasek, Temple University, NPR, October 3, 2016: Mike Burton, University of York, UK, NPR, November 22, How to Spark Learning Everywhere Kids Go — Starting With the 2016: Some People Are Great at Recognizing Faces. Others … Not Supermarket. so Much. John Jost, New York University, Rolling Stone, Christopher F. Chabris, Geisinger Health System, October 6, 2016: Why We’re Living in the Age of Fear. The Wall Street Journal, November 17, 2016: Does Chess Make You Smarter? Daniel Kahneman, Princeton University, Vanity Fair, December 2016, How Two Trailblazing Psychologists Turned the World of Morteza Dehghani, University of Southern California, The New York Decision Science Upside Down. Times, November 27, 2016: With Shifts in National Mood Come Shifts in Words We Use, Study Suggests. Maria Konnikova, The New Yorker, November 17, 2016: America’s Surprising Views on Income Inequality. Peter H. Ditto, University of California, Irvine, Harvard Business Review, November 2, 2016: Let Your Workers Rebel. Maryam Kouchaki, Northwestern University, Harvard Business Review, November 2, 2016: Let Your Workers Rebel. Kenneth A. Dodge, Duke University, NPR, November 17, 2016: A Lesson For Preschools: When It’s Done Right, the Benefits Last. John Kounios, Drexel University, The New York Times, October 27, 2016: Pushing That Crosswalk Button May Make You Feel Alice H. Eagly, Northwestern University, NPR, October 18, Better, but … 2016: Too Sweet, or Too Shrill? The Double Bind for Women. Judith F. Kroll, University of California, Riverside, NPR, November Frank Farley, Temple University, The New York Times, October 28, 29, 2016: 6 Potential Brain Benefits of Bilingual Education. 2016: A Scaredy-Cat’s Investigation Into Why People Enjoy Fear. Ellen J. Langer, Harvard University, The New York Times, October Robyn Fivush, Emory University, The Atlantic, Novem- 27, 2016: Pushing That Crosswalk Button May Make You Feel ber 29, 2016: Traces of Times Lost. Better, but …

Adam Galinsky, Columbia University, Harvard Business Review, Joseph E. LeDoux, New York University, Rolling Stone, October November 2, 2016: Let Your Workers Rebel. 6, 2016: Why We’re Living in the Age of Fear.

Thomas D. Gilovich, Cornell University, The New Yorker, November Brian T. Levine, University of Toronto, Canada, The Atlantic, 17, 2016: America’s Surprising Views on Income Inequality. November 29, 2016: Traces of Times Lost.

Francesca Gino, Harvard University, Harvard Business Review, Mark Liberman, University of Pennsylvania, The New York Times, November 2, 2016: Let Your Workers Rebel. November 27, 2016: With Shifts in National Mood Come Shifts in Words We Use, Study Suggests. Fernand R. Gobet, University of Liverpool, UK, The Wall Street Journal, November 17, 2016: Does Chess Make You Smarter? Maike Luhmann, Ruhr University Bochum, Germany, The Guard- ian, November 11, 2016: How to Cope With Loneliness. Roberta M. Golinkoff, University of Delaware, NPR, October 3, 2016: How to Spark Learning Everywhere Kids Go — Starting With Carey K. Morewedge, Boston University, U.S. News & World the Supermarket; The Atlantic, September 27, 2016: How ‘Daycare’ Report, October 26, 2016: How Superstitions Are Affecting Your Became ‘School.’ Behavior.

D. Zachary Hambrick, Michigan State University, The Wall Street Journal, Katherine Nelson, The Graduate Center, The City Uni- November 17, 2016: Does Chess Make You Smarter?; The New York Times, versity of New York, The Atlantic, November 29, 2016: Traces of November 3, 2016: When It Comes to Success, Age Really Is Just a Number. Times Lost.

Association for Psychological Science January 2017 — Vol. 30, No. 1 34 MEMBERS in the news

Michael I. Norton, Harvard University, The New Yorker, November Yalda T. Uhls, University of California, Los Angeles, The Wall 17, 2016: America’s Surprising Views on Income Inequality. Street Journal, November 21, 2016: Most Students Don’t Know When News Is Fake, Stanford Study Finds. Jane L. Risen, University of Chicago, U.S. News & World Re- port, October 26, 2016: How Superstitions Are Affecting Your Jay Van Bavel, New York University, Quartz, October 21, 2016: The Behavior. Psychology of Insiders and Outsiders Can Explain Why We Have Such a Hard Time Agreeing on Reality. Azim F. Shariff, University of California, Irvine, The New York Times, November 3, 2016: Whose Life Should Your Car Save? Stuart A. Vyse, U.S. News & World Report, October 26, 2016: How Superstitions Are Affecting Your Behavior. Dean Keith Simonton, University of California, Davis, The New York Times, November 3, 2016: When It Comes to Success, Age Eric-Jan Wagenmakers, University of Amsterdam, Really Is Just a Number. The Netherlands, Nature, November 3, 2016: Psy- chologists Argue About Whether Smiling Makes Cartoons Funnier. Fritz Strack, University of Würzburg, Germany, Nature, Novem- ber 3, 2016: Psychologists Argue About Whether Smiling Makes David H. Zald, Vanderbilt University, Harvard Business Review, No- Cartoons Funnier. vember 2, 2016: Let Your Workers Rebel; The New York Times, October 28, 2016: A Scaredy-Cat’s Investigation Into Why People Enjoy Fear. Frank J. Sulloway, University of California, Berkeley, The New York Times, November 3, 2016: When It Comes to Success, Age Really Coverage of research from an APS journal Is Just a Number. Podcast included in coverage Cass R. Sunstein, Harvard University, Rolling Stone, October  6, 2016: Why We’re Living in the Age of Fear. 2017 APS Convention Speaker Boston, MA, USA, May 25–28, 2017 Sharon Thompson-Schill, University of Pennsylvania, The Wall Street Journal, November 28, 2016: The Benefits of Being Video included in coverage Distracted.

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January 2017 — Vol. 30, No. 1 Association for Psychological Science 35

The APS Employment Network is your connection to the best jobs in psychological science. Employers from colleges and universities, government, and the private sector use the APS Employment Network to recruit candidates like you. Visit www.psychologicalscience.org/jobs for additional job postings and to sign up for job listings by email.

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University of Chicago Psychology Assistant – Full Professor The University of Chicago, Department of Psychology, is seeking applications for a faculty appointment (Assistant, Associate, or Full Professor) in Social Psychology. We particularly encourage applications from those who use a neuroscientific approach to advance the field of social psychology. Interested candidates must apply online at the University of Chicago’s Academic Career Opportunities website at http://tinyurl.com/johwpmg. Applications must include 1) a cover letter; 2) current curriculum vitae; 3) a research statement; 4) a teaching statement and 5) three representative publications. Ph.D. must be in hand by start of appointment as Assistant Professor. Applicants for appointment at the assistant professor level must arrange for submission of four letters of reference to the aforementioned website. Applicants qualified for appointment at the senior level should include contact information for four references in their cover letter. The Search Committee will begin reviewing applications on November 20, 2016 and will continue to consider new applications until the position is filled or the search is closed. Early application is encouraged. The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination at http://www.uchicago.edu/about/ non_discrimination_statement/. Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5671 or email [email protected] with their request. INDIANA Indiana University Psychological & Brain Sciences Visiting Asst. Professor – Three Positions The Department of Psychological and Brain Sciences is seeking to fill THREE positions for a visiting assistant professor to teach undergraduate courses in the areas of Introductory Cognitive, Social, or Neuroscience. The ideal candidate will be an experienced instructor at the college level with an interest in adding value to the undergraduate program. This will be a 1 year appointment, renewable for one additional year. The teaching load is five courses a year. Applicants should have an advanced degree (a PhD in Psychology or related field is preferred), and documented teaching experience. Applicants should submit a letter of application that includes a statement of teaching philosophy and experience, evidence of teaching effectiveness, a curriculum vita, and have three letters of recommendation. Interested candidates should review the application requirements and submit their application at https://indiana.peopleadmin.com/postings/3040. Questions regarding the position or application process can be directed to: Dr. Tom Busey, Associate Chair, ATTN: Instructor Search, Department of Psychological and Brain Sciences, 1101 E. 10th Street, Bloomington, IN 47405-7007 or [email protected]. Applications are encouraged by January 31, 2017. Information about the department and the university is available at http://www.psych.indiana.edu. Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All qualified applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, national origin, disability status or protected veteran status.

Association for Psychological Science January 2017 — Vol. 30, No. 1 36 MASSACHUSETTS Harvard University Psychology Professor of Psychology The Department of Psychology seeks to appoint a tenured professor whose interdisciplinary research and teaching explores multifaceted factors that guide and affect human mind and behavior. The successful appointee will be expected to strengthen links between the Department of Psychology and the broader scholarly community. The search is open to individuals trained in neighboring fields. The appointment is expected to begin on July 1, 2018. The professor will teach and advise at the undergraduate and graduate levels.Candidates are required to have a doctorate. Demonstrated excellence in teaching and research is desired. Candidates should also evince intellectual leadership and impact on the field and potential for significant contributions to the Department, University, and wider scholarly community. Candidates should submit a cover letter, curriculum vitae, research and teaching statements to http://academicpositions.harvard.edu/postings/6093. Questions regarding this position can be addressed to [email protected]. Applications will be considered starting on December 1, 2016. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law. MICHIGAN Wayne State University Psychology Associate/Assistant/Full Professor Industrial/Organizational Psychology, Wayne State University. The Industrial/Organizational Psychology program in the Department of Psychol- ogy invites applications for a tenure-track position beginning August, 2016. Rank is open, but Ph.D. in I/O Psychology or closely related field by August, 2016, is required. Preference will be given to applicants whose primary background and interests are in personnel psychology; however, individuals with specialization in any area of Industrial/Organizational Psychology will be considered. Individuals with a strong quantitative background are particularly encouraged to apply. Successful applicants are expected to maintain or establish an externally funded research program. Normal teaching load is two courses per semester and involves both undergraduate and graduate instruction. Review of applications will begin immediately and will continue until the position is filled. Applicants should submit a CV, cover letter, key reprints/preprints, statements of research and teaching interests, and three letters of references to the job posting on the Wayne State University Online Hiring System. To apply, go to jobs.wayne.edu and search for posting number 042323. Letters of reference may also be sent to [email protected]. Questions concerning this position may be directed to Dr. Marcus Dickson, Chair of the Search Committee, at (313) 577-0753 or [email protected]. Wayne State University is an Affirmative Action/Equal Access/Equal Opportunity Employer that encourages women and minority candidates to apply. Information about the department and the university can be found at http://www.psych.wayne.edu and http://www.wayne.edu.

ICPS Pre-Conference Teaching Institute | 23 March 2017 ICPS Pre-Conference Teaching Institute | 23 March 2017

Opening Plenary Concurrent Sessions ‘Learning Works Best if …!’ Opening Plenary Concurrent Sessions ‘LearningHow Do University Works Best Lecturers if …!’ and Culture: What It Is, Why It Essential Technology for Teaching HowStudents Do University Think About Lecturers Teaching and Matters,Culture: and What How It Is, to Why Teach It It EssentialPsychological Technology Science for Teaching Studentsand Learning? Think About Teaching Psychological Science Matters,Hazel R. Markusand How, Department to Teach ofIt Susan M. Frantz, Department of andRegina Learning? Jucks, Department of Psychology, Psychology,Hazel R. Markus Stanford, Department University, USAof SusanPsychology, M. Frantz, Highline Department College, USA of ReginaUniversität Jucks, Münster, Department Germany of Psychology, Psychology, Stanford University, USA Psychology, Highline College, USA Universität Münster, Germany Learning and Teaching of What Should Developmental LearningPsychology and in Teaching Europe: Challengesof WhatPsychology Should Students Developmental Be Learning Psychologyat the Macro in and Europe: Micro Challenges Level PsychologyAbout At-Risk Students Children? Be LearningAn at the Macro and Micro Level Stephan Dutke, Department of AboutUpdate At-Risk on Research Children? and An StephanPsychology, Dutke, Universität Department Münster, of Germany UpdateIntervention on Research Programs and Psychology, Universität Münster, Germany InterventionSilvia H. Koller, Programs Department of What’s New in Social Cognition? SilviaPsychology, H. Koller, Universidade Department Federal of do Rio What’sAn Update New for in SocialTeachers Cognition? From Joint Psychology,Grande do Sul,Universidade Brazil Federal do Rio AnAction Update Research for Teachers From Joint Grande do Sul, Brazil ActionNatalie Sebanz,Research Department of Cognitive Rapid Growth and Closing Plenary NatalieScience, Sebanz,Central European Department University, of Cognitive Hungary RapidInternationalization Growth and of Closing Plenary Science, Central European University, Hungary InternationalizationPsychological Science of Programs Toward a Science of Teaching Psychologicalin the Developing Science World Programs Toward a Science of Teaching Richard Anderson, Department of #icps17vie inNebi the Sümer, Developing Department World of Psychology, RichardEducational Anderson Psychology, Department University of Orta Dogu Teknik Üniversitesi, Turkey of Illinois, USA #icps17vie Nebi Sümer, Department of Psychology, Educational Psychology University Orta Dogu Teknik Üniversitesi, Turkey of Illinois, USA www.icps2017.org www.icps2017.org

January 2017 — Vol. 30, No. 1 Association for Psychological Science 37 ANNOUNCEMENTS Send items to [email protected]

MEETINGS GRANTS

2nd International Convention of Psychological Science AAAS Minority Science Writers Internship 23–25 March 2017 The American Association for the Advancement of Science Vienna, Austria (AAAS) Pitts Family Foundation Minority Science Writers www.icps2017.org 7 Internship Program is now accepting applications from undergraduates who are interested in journalism as a career and who want to learn about science writing. The internship takes place each summer at the DC 29th APS Annual Convention headquarters of the AAAS’s Science magazine. Interns spend May 25–28, 2017 ten weeks at Science under the guidance of award-winning Boston, Massachusetts, USA reporters and editors practicing what science writers do www.psychologicalscience.org/convention for a living. They have a chance to meet leading scientists, attend conferences and hearings, and cover breaking news. Interns are expected to contribute to all facets of the news 2017 Prague Summer Schools operation, including writing bylined articles for the print July 1–8, 2017 magazine and online news service, engaging in social media, Prague, Czech Republic and contributing to other news products. The application praguesummerschools.org/ deadline is February 1st, 2017. For more information, visit www.aaas.org/mswi/apply. RAND Summer Institute Conferences on Aging July 10–13, 2017 Call for Papers for Special Issue With the Topic “Addressing Santa Monica, California, USA Gender Inequality” www.rand.org/labor/aging/rsi.html Group Processes & Intergroup Relations has issued a call for papers for a special issue examining gender inequality. The aim of this special issue is to provide an overview of the many ways in which gender inequality can, and has been, addressed and the consequences — both intended and unintended — that different approaches, interventions, and policies may have. The journal encourages submissions that examine approaches combatting a range of gender inequalities including workplace, social, political, and economic inequalities as well as inequality in the family and other private spheres. They also encourage submissions of work looking at intersectional issues. The submission deadline is April 1, 2017. For more information, please visit http://gpi.sagepub.com/site/CFPs/SI_Gender_Inequality. APS WIKIPEDIA INITIATIVE pdf. Please direct any inquiries to the guest editors Michelle Ryan at [email protected] and Thekla Morgenroth at More than 3,300 psychological scientists and their students [email protected]. have joined the APS Wikipedia Initiative (APSWI). Grants Announced for Child Care, Head Start, Family Students are learning about scientific writing by improving Strengthening, and Behavioral Intervention Wikipedia articles about psychological science instead of writing traditional research papers. The Administration for Children and Families (ACF) is excited to announce that the Office of Planning, Research, Get Started With Your Class and Evaluation (OPRE) has forecasted their intent to fund For classroom resources, APS has partnered with Child Care, Head Start, Family Strengthening, and Behavioral the WikiEd Foundation. For more information, visit Interventions graduate student dissertation grants in 2017. www.psychologicalscience.org/apswi Please visit grants.gov for more information.

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